PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF SOCIO-EMOTIONAL SKILLS IN JUNIOR SCHOOLCHILDREN WITH AUTISM SPECTRUM DISORDERS

Abstract

The article summarizes the basic principles and psycho-pedagogical, organizational conditions for the formation of socio-emotional skills in primary schoolchildren with autism spectrum disorders, and also develops a model for the formation of socio-emotional skills in primary schoolchildren with ASD based on the “classroom management” technology and psycho-pedagogical conditions for its implementation. Attention is drawn to the constant increase in the number of children with autism spectrum disorders, which led to the formulation of the problem and the relevance of its research. The difficulties of organizing the educational and upbringing process in working with children with ASD in Ukraine are indicated. The features of educational and correctional activities with children with autism are presented. The psychological, pedagogical and organizational conditions, as well as the principles of forming social and emotional skills in younger students with autism spectrum disorders are considered in detail, in particular: individualization of learning, use of visual and practical methods, structuring the environment, sequencing and repetition, establishing interaction with peers, developing a system of incentives and motivation, family involvement, use of modern technologies, etc. The need for a high level of qualification and interest of a specialist (psychologist, teacher) in working with children with autism spectrum disorders is emphasized. A model for the formation of socio-emotional skills in primary schoolchildren with autism based on the “classroom management” technology has been developed, in particular, its purpose and objectives, principles of implementation, necessary resources of the “classroom management” technology, forms and methods of work, stages of implementation and expected results are presented. The author also suggests psychological and pedagogical conditions that are important to ensure in the implementation of the proposed model for the formation of socio-emotional skills of primary schoolchildren with autism spectrum disorders.