Comparative analysis of diagnostic tools that are used in educational facilities of Moscow city during the work with children with autism spectrum disorder

Abstract

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.

Speech Development of Preschoolers With Asd by Means of Didactic Maps

“…As N.G. Manelis points out, ASD is a disorder of neuro-mental development that includes language disorders, communication skills and social interactions combined with limited and repetitive behavior, interests or activities [2]. Early childhood signs of ASD are common, with boys four to five times more likely to be diagnosed with ASD than girls.…”

The Relationship Of Speech And Thinking In Schoolchildren With Disabilities

“…Currently, the requirements for the school student in the educational aspect became more complicated, particularly, in expanding the volume and degree of complexity of the material being studied, which can lead to learning difficulties for schoolchildren both with normotypic development, and with disabilities studying under the general education program (Khaustov, Manelis, Pancyr, Mamontova, & Volgina, 2015).…”

Inclusion in Russian schools: Exploring parents' perspectives

“…The reasons for this are numerous. First of all, parents of learners with SEN experience anxiety and stress on a daily basis, caused by some children's inability to communicate, avoiding communication with other people, and strong emotional reactions some children cannot control (Manelis et al, 2017). Another reason for less positive perception of schools by parents of learners learner faced ridicule and shame from some teachers, who were not supportive and accommodating.…”

“…The reasons for this are numerous. First of all, parents of learners with SEN experience anxiety and stress on a daily basis, caused by some children's inability to communicate, avoiding communication with other people, and strong emotional reactions some children cannot control (Manelis et al., 2017). Another reason for less positive perception of schools by parents of learners with SEN is the lack of information about the organization of inclusive environment in schools, communication barriers with teachers and classmates and exclusion from the life of the class (some parents claim that they are not invited to teacher‐parents meetings) (Mironov et al., 2020).…”