Elvira F. Ismailova

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 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.