Integration of social-emotional learning elements into non-formal education programs for professionals providing socio-pedagogical support to children with autism

The article explores the issue of integrating elements of Social-Emotional Learning (SEL) into non-formal education programs for professionals providing socio-pedagogical support to children with autism. An analysis of current research in the field of social-emotional development of children with autism reveals the specific challenges they face in understanding and expressing emotions, establishing social interactions, and adapting to their social environment. Particular emphasis is placed on the insufficient attention given to integrating SEL components into non-formal education programs, which hold significant potential for effectively and flexibly addressing the needs of this group. The article elaborates on the essential understanding of social-emotional learning as a holistic process aimed at developing the ability of children with autism to recognize and manage their emotions, understand the emotions of others, establish and maintain positive interpersonal relationships, make responsible decisions, and resolve conflicts effectively. The advantages of non-formal education are highlighted, including its flexibility in shaping content and selecting teaching methods, its practical focus on solving specific professional tasks, the ability to respond promptly to new research findings and practical needs, and the creation of a favorable environment for professional knowledge exchange. The study identifies and characterizes key directions for the effective integration of SEL elements into non-formal education programs for professionals in socio-pedagogical support for children with autism. These key directions include: in-depth familiarization of participants with the theoretical foundations of SEL and the specific features of social-emotional development in children with autism; practical mastery of diverse SEL methods and tools adapted for working with children with autism; targeted development of reflective skills in professionals to enhance their understanding of their own emotions and those of the children, as well as to increase empathy levels; cultivating skills for effective and constructive collaboration with parents of children with autism and other involved specialists (psychologists, teachers, speech therapists, etc.); mandatory coverage of important ethical aspects of professional activities in the field of socio-pedagogical support for children with autism.