Elvira А. Sadretdinova

This study aims to investigate the development of social and communicative skills in preschool children with autism spectrum disorders (ASD) and other mental disabilities (OMD). The study's relevance stems from the need to promptly identify social interaction and communication difficulties in children with these conditions, as well as to improve diagnostic methods and organize personalized psychological and pedagogical support in preschool educational institutions. The aim of the study is to form social and communicative development in preschool children with ASD and mental retardation through diagnosis and subsequent socialization at the diagnostic, formative and control stages of the experiment. The study utilizes a systems approach that allows for the perception of social and communicative development as a multicomponent structure, an individualized approach that takes into account the specific psychophysical development of each student, and a person–centered approach that transforms the child from a passive object of pedagogical influence into an actively participating subject of the educational process. The assessment was conducted in fifty preschool children with ASD and mental disabilities (OMD) at the preschool educational institution during the 2025–2026 academic year. Analysis of results across all stages of the assessment indicates positive changes in the social and communicative skills of the majority of children. This is supported by the use of comprehensive diagnostic tools and individual educational plans to improve social interaction and communicative activity. The theoretical significance of the work lies in understanding Russian and global views on the socio-communicative development of children with ASD and OMD, as well as the importance of early diagnosis and correctional work for their successful socialization. The practical significance of the study lies in the diagnostic methodology, which is capable of recording not only the overall level of development of social and communicative competences but also qualitative changes within each stage, which is critical for working with preschool children with ASD and mental disabilities (OMD).

This article examines the pressing issue of parental involvement in correctional and developmental work with children with disabilities, specifically the role of parents as active participants in the correctional process. Current research in special education and psychology confirms that the effectiveness of correctional assistance largely depends on the coordinated interaction of specialists and the child's family. Key aspects of this topical issue include the continuity and integrity of the interaction between teachers and parents within the family, the psychological condition of parents as a factor of success, and increased diagnostic efficiency. Early childhood is a sensitive period for the development of basic mental functions, so the quality of educational influence in the family has a significant impact on the child's subsequent development and the results of correctional work. The aim of the study is to substantiate the importance of active parental involvement in the correctional and developmental process and the influence of family education on the success of correction of developmental disorders in children with disabilities. Effective approaches to studying the issue of parental involvement in correctional and developmental work with children with disabilities include an individual approach, a systematic approach, psychological and pedagogical support, and the use of various forms of interaction. The study emphasizes that parents are the first and most important participants in the educational and developmental process, and their pedagogical competency directly influences the dynamics of a child's development. During the pilot study, 11 parents were surveyed. The authors developed and tested an interdisciplinary family support program "8 Steps to Success" based on the principles of neuropsychological, psychological, and pedagogical integration. The theoretical significance of the study lies in the fundamental shift in special education and psychology from a medical model (child-teacher) to a person-centered model (teacher-child-parent). The practical significance of the study lies in the potential for the use of the presented findings and recommendations in the work of special education teachers, psychologists, and specialists in organizing interactions with families raising children with disabilities.

The article focuses on the correctional and pedagogical significance of diagnosing the speech development of preschool children with autism spectrum disorder. It provides a detailed review of the modified diagnostic tools that justify the choice of pedagogical strategies. The relevance of the study is due to the need to create a unified diagnostic toolkit that allows for the identification of speech and communication difficulties in this category of children and, on this basis, to build an individual educational route in accordance with the target guidelines. The aim of the work is to provide an approved toolkit based on the analysis of the available diagnostic material, which allows us not only to identify the structure of speech deficit, but also to determine the zone of proximal development for correctional and pedagogical work. The methodological basis of diagnostics is the regulatory framework: the tools must comply with the Federal State Educational Standard for Preschool Education in Russia, which evaluates the dynamics of development rather than the final result. The approaches used are based on psychometric analysis and practical validation. The article identifies the basic trends and gaps in existing methods for diagnosing speech disorders in ASD. The novelty of the study lies in the fact that the results of the modified diagnostic complex allow us to move from the detection of a disorder to a deeper understanding of the individual development character of a child. This creates a foundation for maximizing the potential of children with ASD and their successful integration into society. The theoretical significance of the work lies in the review and systematization of current diagnostic approaches and methods for assessing speech and communicative development in children with ASD, which are characterized by a high transformative potential in terms of building an individual educational trajectory. The practical significance of the work lies in the fact that the proposed toolkit will provide teachers and specialists with a reliable means for the differentiated assessment of speech and communicative disorders, and will help to obtain data that can be directly translated into pedagogical goals and correction tasks.

The article is devoted to the study of the level of musical development among preschool-age children with autism spectrum disorders (hereinafter – ASD) using the original diagnostic tools. The relevance of the study is determined by the demand for unified diagnostic tools for identifying the level of musical development in preschool-age children with ASD in accordance with the educational targets "Artistic and Aesthetic Development" enshrined in the federal state educational standard of preschool education and the federal adapted basic program. The aim of the study was to analyze and determine the effectiveness of methods for diagnosing the level of musical development in the context of implementing an individual educational program for a child with ASD in a preschool educational institution. The study used methods of theoretical analysis, generalization and systematization of scientific approaches to diagnosis, development of socialization and communication of children with ASD using musical means. The diagnostic tools for identifying the level of musical development of preschool-age children with ASD described in the article are based on modern, complementary diagnostic approaches – function-oriented and integrative (specialized). The theoretical significance of this study lies in the analysis of modern diagnostic approaches and methods for assessing the musical development of children with ASD. These methods have significant transformative potential in the implementation of individualized educational programs, creating the preconditions for establishing contact, dialogue, and collaborative activities. Testing this toolkit revealed a slow progression rate among children from one developmental level to another, which is explained by the developmental characteristics of children with ASD. The developed diagnostic tools have practical significance, as they serve as a foundation for assessing the musical development of children with ASD in special-education preschools, compensatory groups, and organizations practicing inclusion. It will assist professionals who work in the field of special education in developing individualized educational trajectories.