CORRECTIONAL TEACHING TOWARD A CHILD WITH SEVERE ASD AT PRESCHOOL EDUCATIONAL INSTITUTION
The article concerns pedagogical aspects of remedial work with children with severe autism spectrum disorder. Based on the analysis of sources of scientific literature, the main regularities in changing approaches to solving this complex problem from the middle of the twentieth century to the present are revealed. The reasons for the increasing relevance of research in this area are considered. The choice of the methodology of the systems approach as the key one for this research is substantiated. Within this approach, the criteria for the effectiveness of remedial work are highlighted. First of all, those that can be objectively evaluated under the conditions under consideration are described: a decrease in the general level of problematic behavior, the ability to formulate one’s own position, skills of adequate behavior in various situations, the ability to socially adapt. The objective necessity of involving parents to participate in the pedagogical process and expanding the scope of the latter is emphasized. In conclusion, the formulated methodological provisions that should be guided in the design of the correctional pedagogical process in an educational institution of this type. The author points to the need for theoretical substantiation and detailed methodical planning of the pedagogical process, systematic interaction of parents and teachers. The absence of a direct dependence of the effectiveness of the directed pedagogical influence on the selected scientific and methodological approach is stated.