Review of Diagnostic Methods for Assessing Educational Opportunities of Children with Autism Spectrum Disorders

It is relevant in modern conditions to analyze diagnostic methods depending on scientific approaches in 5 areas that are significant for the development of children with ASD: cognitive, social-communicative, speech, physical and artistic-aesthetic.The aim of the study is to conduct an analytical review of modern scientific approaches and diagnostic methods aimed at studying the educational capabilities of preschool children with ASD. The theoretical substantiation of the problem was based on the analysis of literary sources and generalization of foreign and domestic approaches. It has been established that there are possibilities for using standardized means, but they have significant limitations. Methods adequate to the level of development of preschoolers with ASD have been identified. The results were processed using content analysis.The results of the study showed, despite the abundance of diagnostic tools, there is a shortage of comprehensive methods that adequately assess educational capabilities, especially in non-verbal preschoolers with ASD. Conclusions of the study, its novelty. The material of the study was diagnostic methods aimed at studying the educational capabilities of children with ASD. Based on the review, acceptable diagnostic methods for preschoolers with ASD in various areas of development were identified. The comparative method was used as a research tool. Research perspective. The practical significance of the work lies in the systematization of existing diagnostic tools for specialists and (further) the substantiation of the need to develop new complex methods that take into account the specifics, especially non-verbal, of children with ASD.

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