Presented results of the all-Russian monitoring of the status of education conducted in 2018 by the Ministry of Education and Science of the Russian Federation in common with the Federal Resource Center for the Organization of Comprehensive Support of Children with Autism Spectrum Disorders of the Moscow State University of Psychology and Education. The total number of students with disorders in autism spectrum included in the education system, increased by 43% and amounted to 22953 people compared with 2017 data. Nonuniformity of distribution of students with ASD by the educational level; paucity of children covered by the necessary early intervention programs, secondary and higher professional education are marked. Most of the children (63.9%) with ASD receive educational services at primary general, basic general and secondary general levels. The key problem remains - mass education of children with autism in the context of individualized homeschooling is 34.5% of the total number of students with autism. Staffing issues are expressed in filling the educational process with specialists – 1/3 of children do not receive the necessary psychological support. Only 8.4% of children with autistic disorders are provided with tutor support. Regional resource centers were established in 33 regions of Russia for solving the problems in organization of qualitative education for children and adolescents with autism spectrum disorders.
In the article the authors set a goal setting for the current consideration of the prerequisites of lifelong education and psychological and pedagogical support for people with special educational needs, the content of the concept of continuing education is determined. Presented are data from studies examining the attendance of educational institutions for children with disabilities, as well as information reflecting the intentions of parents to continue their education for children under 15 years of age, information about people with disabilities studying in vocational educational programs that emphasize the relevance of the continuing education of persons with disabilities, reflect a low the degree of readiness of parents to continue their education with children with disabilities, the need to build a system of continuous support I have children, adolescents and adults with disabilities in all regions of Russia, forming the basis for the continuity of personal educational path, the importance of developing a scientific approach to its study. Specific conditions for building a tracking model are defined. The experience of research and organization of continuous support of individuals with autism spectrum disorders is considered. It is concluded that it is necessary to discuss the topics of psychological and pedagogical support at the stage of obtaining a profession and employment. The value of unique practices in building an individual educational trajectory is noted.
Currently one of the thorniest question of Russian education and psychology is the problem of diagnostics and functional assessment of skills in children with autism spectrum disorders since existing methods usually access one specific area of development or small set of skills. Urgency of this issue is explained by necessity of development for each of these children individual educational and treatment plan aimed at their socialization, raising their social adaptation, development and efficient education. Development of such plans is complicated due to lack of the unified approach to the issues of education and treatment of children with autism and may be based only on accurate data about developmental level of each child, that can be determined only through the use of special assessment tools. In the results of the research the diagnostics procedures that are used in the educational facilities of Moscow in order to develop individual educational plan for children with autistic spectrum disorders were determined and described, the comparative analysis of these diagnostics tools was accomplished, the areas of used of each method was determined. Methodical recommendations were completed within the framework of the research work of the professionals of the Center for Psychological, Medical and Social Support to Children and Adolescents of the Moscow State University of Psychology and Education.
The article presents current understanding of consultation of children with autism spectrum disorders (ASD) in Russia along with the typical contexts in which families looking for help. The necessity of an integrated approach to the organization of consultations shown. We introduce a three-component program of psychological and educational support developed at the Federal Resource Center for Organization of Comprehensive Support to Children with ASD of MSUPE. The program includes a comprehensive psychological and educational examination, the development of an educational route and the feedback receiving, aimed at the analysis of the dynamics of development. The results of the evaluation of the effectiveness of the implementation of the program shown, demonstrating positive dynamics in the development of the child and the emerging needs of the family. We registered change in educational pathways as well as improvement of adaptive behavior. Additionally, we analyzed typical difficulties in following recommendations as reported by parents
В статье описано исследование, направленное на выявление уровня соци-ализации детей с РАС. В нем приняли участие 117 детей с РАС 5-7-летне-го возраста и их родители. Оценка уровня социализации детей с РАС осу-ществлялась с использованием методики «Шкала адаптивного поведения Вайнленд». Приведено подробное описание методики и процедуры прове-дения исследования. В ходе исследования определено, что большинство детей с РАС имеют низкий уровень социализации, проявляющийся в невоз-можности адекватно взаимодействовать, сотрудничать с другими людьми в процессе игры и повседневной жизни. Вместе с тем были выделены три группы обследуемых: с низким, средним и высоким уровнем социализации. В ходе анализа данных исследования удалось сравнить уровень сформи-рованности социальных навыков в этих группах. Выделены и описаны осо-бенности социальных навыков у детей с РАС с низким, средним и высоким уровнем социализации. Обоснована необходимость разработки програм-мы психолого-педагогической коррекции, направленной на формирование социальных навыков у детей с РАС.Ключевые слова: социализация, социальные навыки, уровень социализа-ции, расстройства аутистического спектра. Эти недостатки препятствуют развитию таких детей, их социализации и обучению в образовательных организациях. Даже при благоприятных вариантах расстройства, ког-да наблюдается интеллектуальная «сохран-ность» ребенка, отмечаются трудности его со-циализации и социальной адаптации [1].
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