PRIORITY AREAS OF TRAINING, EDUCATION AND DEVELOPMENT OF CHILDREN WITH AUTISM

Abstract

The article analyzes the priority areas of development and upbringing of children with autism. It is proven that the technologies of teaching, upbringing, socialization and corrective developmental work with children with autism spectrum disorders are based on the methodology of implementing psychological and pedagogical assistance to children with autism. It is analyzed that the formation of life competence is a direction of development of children with autism. It is stated that today there is a shift in emphasis from the academic achievements of a child with autism to everyday ones. It is highlighted that the interaction of specialists in the educational and social spheres with a family raising a child with autism spectrum disorders allows solving the current problems of socialization, education and upbringing of the child.

The purpose of the article is to analyze some aspects of socialization, education and upbringing of children with autism spectrum disorders as priority areas of social educational work.

Conclusions. 1. Development, training, upbringing, socialization of children with autism spectrum disorders is aimed at their integration into modern society. 2. Technologies of training, upbringing, socialization and corrective developmental work with children with autism spectrum disorders are based on the methods of implementing psychological and pedagogical assistance to children with autism, including: behavioral package, naturalistic learning strategies, structured learning, modeling, visual support, consistent work with the family as a system. 3. The formation of life competence is a priority area of development for children with autism. 4. Selection, adaptation and use of corrective developmental strategies should meet the needs of a particular person with autism spectrum disorders. 5. There is a need for theoretical substantiation and empirical determination of the psychological characteristics of non-verbal means of communication in children with autism spectrum disorders of different age groups. 6. The corrective developmental component of socialization, development, and education of children with autism spectrum disorders should be aimed at: the formation of everyday skills and independence, social development, games, preferences, hobbies. 7. Today, there is a shift in emphasis from the academic achievements of a child with autism to everyday ones. 8. Support for a child with autism is based on routine and adherence to a daily routine. 9. Preventive developmental autology is a personalized management of the state of correction of the development of an autistic person, which will help find the psychophysical reserves of his body and social emotional potentials to ensure the quality of life of the child.