Creating special conditions for preparing children with autism

Chebarykova Svetlana Vasilyevna, Gardner Anna Vadimovna

The active development of inclusive practice in education leads to the fact that more and more complex categories of children with disabilities, in particular children with autism, act as subjects of inclusion. The existing practical experience of teaching children with autism shows that the various educational models developed to date make it possible to maximize the potential of these children, to realize the right to receive a quality education adequate to their capabilities and abilities. However, in addition to developments that reveal the organizational and substantive aspects of the education of children with autism, practitioners of the education system urgently need methods with proven effectiveness, focused on preparing this category of children for systematic schooling.

Keywords: children with autism, educational models, preparation for school, special conditions for organizing work to prepare for the education of children with autism.