Keyword: «autism spectrum disorders»

The article discusses the technique of blotting as one of the possible tools for correcting attention in preschoolers with autism spectrum disorder (ASD). The theoretical prerequisites for the use of art therapy techniques in working with preschoolers with special educational needs are identified and the conditions for the effective use of blotting in correctional and developmental practice are described. Special attention is paid to the analysis of the mechanism of development of voluntary attention in children with ASD during visual activity. In conclusion, conclusions are drawn about the role of blotting as one of the approaches to individualized attention correction in the framework of comprehensive care for children with ASD.

The analysis of the special educational needs (SEN) of students with ASD is presented in the Federal Adapted Educational Standards of preschool and primary general education for students with disabilities (HIA). A scheme is proposed that combines the positive qualities of both options, aimed at increasing the level of continuity of pre– and post-secondary education for students with ASD, as well as an algorithm for its application.

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.

The article discusses the problem of implementing a personalized approach in teaching children with autism spectrum disorders (ASD) in the context of additional foreign language education. The concept of a personalized approach is revealed and the basic principles in the context of additional education are described. It contains information about the advantages of additional foreign language education for the implementation of a personalized approach to teaching children with ASD. The psychological and physiological characteristics of children with ASD are considered, and a methodological framework has been created for the personalized education of children with autism spectrum disorders in the system of additional foreign language education.

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).