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Educating Students with Autism Spectrum Disorders: Organizational Problems 1475
Samsonova E., PhD in Psychology, Head, Scientific and Methodological Center, Institute of Inclusive Education, Moscow State University of Psychology & Education, Moscow, Russia, email@example.com
Alekseeva M.N., research fellow, City resource center for the development of in- clusive education, Moscow, Russia, firstname.lastname@example.org
The article presents data of applied socio-psychological research devoted to the study of difficulties encountered by educational institutions when teaching children with autism spectrum disorders (ASD). The research involved analysis of theoretical issues and practical experience on the subject; a survey of administrative and teaching staff; an exploration of organizational problems related to the education of children with ASD, in particular, the need for methodological support in teachers providing such education. The findings of the research indicated the following problems in educational institutions teaching children with ASD: 1) Education models for children with ASD require personnel and economic support; 2) teachers are not provided with special training necessary for working with children with ASD and for developing adapted teaching programmes; 3) institutions lack methodological and didactic support necessary for working with children with ASD; 4) there’s no communication between educational and medical institutions concerning the assistance to children with ASD and their families.
Keywords: special educational environment, professional readiness of teachers, educating children with autism spectrum disorders