Development of comprehensive care system for children with autism syndrome disorders in Russia: one project experience



Attention to the issue of children with ASD in our country is growing steadily. Since the release of the new Law «About the education in Russian Federation», where for the first time this category of children was secured by state guarantees, all normative acts and basic solutions are focused on the development of comprehensive care for children with ASD and their families. Official initiatives are in many ways supported with the activity of community organizations and parental associations, representing the interests of families. Experience of many years becomes the basis for efficient solutions and social problems analysis of the identification, education and support of people with autism. Also it becomes platform for social and psychological support of their families. Currently, in the Russian Federation, domestic model for providing comprehensive medical and social, psychological and educational assistance for children with autism just begin to develop. However, the policy, conducted by the government for individuals with disabilities, including children with ASD, confirms state structures readiness to take the main measures of comprehensive rehabilitation and habilitation. The article describes the experience of creating integrated care systems for children with ASD in Russia. The example of project realization involving three of the Russian Federation states, which is aimed at ensuring high quality of life of children, is shown .

General Information

Keywords: autism spectrum disorders, autism, comprehensive support

Journal rubric: Expert opinion

Article type: review article


For citation: Alekhina S.V. Development of comprehensive care system for children with autism syndrome disorders in Russia: one project experience. Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2016. Vol. 14, no. 4, pp. 10–13. DOI: 10.17759/autdd.2016140402. (In Russ., аbstr. in Engl.)

Information About the Authors

Svetlana V. Alekhina, PhD in Psychology, Associate Professor, Chief of the Federal Center for the Development of Inclusive General and Additional Education, Moscow State University of Psychology and Education, Moscow, Russia, ORCID:, e-mail:



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