Organization of Educational Process of Students with Autism Spectrum Disorders in Russian Federation: Results of all-Russian Monitoring 2018

Abstract

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.

Getting a risk-free trial during COVID: Accidental and deliberate home educators, responsibilisation and the growing population of children being educated outside of school

“…These studies suggest many SEN children are a square peg in a round hole in schools and that may explain their parents' choice to keep them home and home educate (Slater, Burton & McKillop, 2020). These studies (Abdullah, 2017;Lawrence, 2018;Khaustov & Schumskih, 2019;Simmons & Campbell, 2019;Slater, Burton & McKillop, 2020) have found that students who identify as having ASD in particular, are frequently choosing home education (Slater, Burton & McKillop, 2020) and are more satisfied than they were at school (Simmons & Campbell, 2019), their parents are more satisfied with the choice (Dolan, 2017) and they are more successful in learning than they were at school (Morse & Bell, 2018).…”

“…Studies (Slater, Burton & McKillop, 2020) suggest that students who identify as having an ASD are benefited by the choice to home educate. They are more settled, experience better academic success (Abdullah, 2017;Lawrence, 2018;Khaustov & Schumskih, 2019;Simmons & Campbell, 2019;Slater, Burton & McKillop, 2020) and have times to visit therapists and specialists that are affected by the timing of the school day (Gribble & English, 2016). Further, parents who choose to home educate, especially after their child who identifies as having ASD has been schooled for a period of time, also describe greater satisfaction with the experience of home education in comparison to schools (Abdullah, 2017;Lawrence, 2018;Khaustov & Schumskih, 2019;Simmons & Campbell, 2019;Slater, Burton & McKillop, 2020).…”

“…However, data from New South Wales, and studies presented overseas, may signal the reasons for significant post-COVID growth across Australia's mainland east coast. Research in other jurisdictions suggest that parents are increasingly choosing home education when their children are diagnosed with a special education need and find that schooling is not working well for their children (Abdullah, 2017;Lawrence, 2018;Khaustov & Schumskih, 2019;Simmons & Campbell, 2019;Slater, Burton & McKillop, 2020). These studies suggest many SEN children are a square peg in a round hole in schools and that may explain their parents' choice to keep them home and home educate (Slater, Burton & McKillop, 2020).…”

Challenges and Perspectives of Evidence-Based Interventions Integration into Schooling of Children with

“…Итогом этой активной работы явилось создание нескольких реестров методов, подходов и практик, использующихся в работе с людьми с РАС [35; 36; 46; 50]. Согласно результатам мониторинга, проведенного Федеральным ресурсным центром по организации комплексного сопровождения детей с РАС МГППУ, на рынке услуг для детей с РАС и их семей представлено большое количество предложений разных направленности, уровня и качества, большая часть которых реализуется специализированными центрами, пока ограниченно взаимодействующими с образовательными организациями, которые посещает большинство детей с РАС [5]. В большинстве этих центров в изобилии представлены самые разнообразные методики, подходы, программы, зарекомендовавшие себя в зарубежной практике (в основном в США).…”

Development of Teenagers' Communicative Competence to Interact With an Autistic Peer in a Postmodern Educational Environment

“…Согласно результатам Всероссийского мониторинга, проведенного в 2018 г. Министерством образования и науки РФ, основная часть детей с РАС (63,9%) являются обучающимися на уровнях начального, основного и среднего общего образования. Среди них 21,9% школьников включены в систему инклюзивного образования, оставшийся процент представлен учениками коррекционных классов [2]. Необходимо учитывать, что становление взаимоотношений в детском коллективе у школьников с РАС происходит значительно труднее, чем у других детей с ограниченными возможностями здоровья (ОВЗ), из-за таких особенностей, как ограниченный объем контактов, стереотипное поведение, яркое проявление негативных эмоциональных реакций, трудности в развитии невербальной коммуникации.…”