Abstract:
The article reveals the stages of psychological and pedagogical support for primary schoolchildrenwith autism spectrum disorders (ASD) and their organization. It is established that not every child with ASD can continue their education in an inclusive class even after studying in a correctional class. Oftenthe main reasons are serious intellectual or behavioral problems, the solution of which is impossible in school. Such students should continue their education in the system of special schools (special correctional schools for children with intellectual disabilities, for children with severe speech pathology, etc.). Those students, who, after the correctional stage, can study in the mode of full inclusion, should move to regular classes and study according to the general schedule together with normally developed children under the obligatory support of a tutor. One of the proposals was the use of a specialized monitoring system, which allowed to adapt the assessment system, so that, on the one hand, children with ASD could achieve results and demonstrate knowledge of the subjects they studied, and on the other hand, allow timely action to address gaps.
