Development of a Structural–Functional Model for Comprehensive Support of Children with Autism Spectrum Disorders

Abstract

The research describes the structural–functional model of integrated (medical, psychological, pedagogical) support for preschoolers with autism spectrum disorders (ASD). The longitudinal study provided poor results for 54 children with ASD who all attend educational institutions but learn according to different educational programs. The analysis of the research results led us to the conclusion that it is necessary to build a comprehensive medical–psychological–pedagogical model of supporting children with ASD. The scientific novelty of the research is associated with clarification of the concept of “comprehensive support” in relation to children of a preschool age with ASD from the point of view of an interdisciplinary approach. Our structural–functional model of comprehensive support of preschoolers with ASD, which reflects special conditions for ensuring their successful education when moving from one educational level to another in accordance with the requirements of Federal State Educational Standards, contributes to the idea of organizing an affordable and high-quality preschool education, as well as successful socialization of this category of children taking into account their medical condition.