CONTENT AND TECHNOLOGICAL INDICATORS OF SOCIALIZATION OF PRIMARY SCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDERS IN SECONDARY SCHOOLS

Abstract

The article examines the content and technological indicators of the socialization of primary schoolchildren with autism spectrum disorders (ASDs) in a secondary school. The authors analyze key aspects of the successful integration of children with ASDs, including content components (social skills, communication skills, adaptive behavior) and technological approaches (individualized teaching methods, visual support, applied behavior analysis, inclusive practices). Special attention is paid to the criteria of effectiveness of socialization, such as the level of interaction with peers, emotional regulation, independence in educational activities. The issues and prospects of introducing inclusive technologies in the general education environment, as well as the role of tutor support and psychological and pedagogical support have been considered. The article also explored the issues of providing pedagogical support to primary school students with ASDs to teach them communication skills based on special pedagogical approaches to socialization and teaching methods. The features of the organization of the process of socialization of primary schoolchildren with ASDs in secondary schools have been also differentiated. The study may be useful for parents, educators, speech pathologists and psychologists working with children with ASDs, as well as specialists in the field of inclusive education.