Organizational and pedagogical conditions of non-formal education of specialists working with children with autism in an inclusive environment: theoretical analysis

The article provides a theoretical analysis of the organizational and pedagogical conditions of non-formal education for specialists working with children with autism spectrum disorders in the context of an inclusive educational environment. The relevance of the problem of preparing teaching staff for effective work with this category of children in the context of modern challenges of inclusive education in Ukraine is considered. It is substantiated that traditional formal in-service training programs often do not provide sufficient flexibility and practical orientation to meet the specific educational needs of children with autism. In this regard, the importance of developing non-formal education as an effective tool for the rapid updating of knowledge and improvement of practical skills of teachers is emphasized. The essence and potential of various forms of non-formal education, such as trainings, workshops, supervisions, in the context of professional development of inclusion specialists are analyzed. The insufficient development of organizational and pedagogical conditions for the systematic implementation of non-formal education in the process of training and professional development of subjects of social and pedagogical support for children with autism is revealed. The necessity of creating a clear system of organization and methodological support for nonformal education, which would take into account the specifics of working with children with ASD and promote the exchange of experience between specialists, is emphasized. Promising directions for further research in the field of development and implementation of effective models of non-formal education for specialists working in an inclusive environment are identified.