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Autism and Developmental Disorders
2025. Vol. 23, no. 3, 30–43
doi:10.17759/autdd.2025230304
ISSN: 1994-1617 / 2413-4317 (online)

The development of the system of education and psychological-pedagogical support for students with ASD in Russia at the present stage

 
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Abstract

Context and relevance. Despite notable positive results achieved in Russia over the past decade in the education and psychological-pedagogical support of students with autism spectrum disorders (ASD), systemic challenges remain that hinder quality, accessibility, and continuity of services. There is a need to systematize the accumulated experience to determine next steps. Objective. To identify the stages of development, key achievements, and persistent problems, and to formulate proposals for further advancing the system of education and socialization for students with ASD. Methods and materials. We conducted a synthesis and analysis of data from nationwide monitoring studies of the education of students with ASD; federal and regional regulatory documents; interagency comprehensive plans; and expert assessments from the Federal Resource Center for the Organization of Comprehensive Support for Children with Autism Spectrum Disorders. Results. Three stages in system development were identified: 1) the emergence of primary general education and interagency mechanisms for comprehensive support; 2) the formation of preschool education and comprehensive support systems; 3) the development of general and inclusive education, workforce capacity, and domestic practices. Key system-level outcomes include: piloted Federal State Educational Standards for primary general education for students with disabilities; adoption of federal adapted educational programs; the creation of a network of regional resource centers; and the implementation of inclusive models. Major challenges include uneven regional development of support systems, staff shortages, and insufficiently developed continuity in supporting children with ASD. Conclusions. Further development requires a coherent, interagency set of measures that ensures continuous support and education for children, adolescents, and young adults with ASD, oriented toward their maximal social integration.

General Information

Keywords: Autism Spectrum Disorders (ASD), adapted educational programs, inclusive education, resource classes, psychological and pedagogical support, socialization

Journal rubric: Expert opinion

Article type: scientific article

DOI: https://doi.org/10.17759/autdd.2025230304

Received 25.08.2025

Revised 10.09.2025

Accepted

Published

For citation: Khaustov, A.V., Schumskih, M.A., Razukhina, E.V., Khilkevich, E.V., Don, G.V., Zadorognaya, M.A. (2025). The development of the system of education and psychological-pedagogical support for students with ASD in Russia at the present stage. Autism and Developmental Disorders, 23(3), 30–43. (In Russ.). https://doi.org/10.17759/autdd.2025230304

© Khaustov A.V., Schumskih M.A., Razukhina E.V., Khilkevich E.V., Don G.V., Zadorognaya M.A., 2025

License: CC BY-NC 4.0

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Information About the Authors

Arthur V. Khaustov, Candidate of Science (Education), Director of the Federal Resources Center for Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-9634-9295, e-mail: arch2@mail.ru

Marina A. Schumskih, Candidate of Science (Education), deputy director of the Federal Resource Center for the Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology & Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-9878-8558, e-mail: shumskihma@mgppu.ru

Elena V. Razukhina, Methodologist, Federal Resource Center for Organization of Comprehensive Support for Children with Autism Spectrum Disorders, Moscow State University of psychology and education, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0007-8417-2633, e-mail: razuhinaev@mgppu.ru

Evgeniya V. Khilkevich, Candidate of Science (Policy), head of social-cultural integration branch, Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of psychology and education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-5552-1215, e-mail: hilkevichev@mgppu.ru

Galina V. Don, Methodologist of the Federal Resource Center for Organization of Comprehensive Support to Children with ASD, Moscow State University of psychology and education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-0804-7228, e-mail: galina.don@gmail.com

Mariya A. Zadorognaya, Methodologist, Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders,, Moscow State University of psychology and education, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0006-5083-7281, e-mail: zadorognayama@mgppu.ru

Contribution of the authors

Khaustov A.V. — planning, organization, and supervision of the research; structuring and summarizing research materials; manuscript writing.

Shumskikh M.A. — conducting the experiment; data collection and analysis; manuscript writing and preparation.

Razukhina E.V. — data collection and analysis; manuscript writing and preparation.

Khilkevich E.V. — manuscript writing and preparation.

Zadorozhnaya M.A. — data collection and analysis; manuscript writing and preparation.

Don G.V. — conducting the experiment; data collection and analysis; manuscript writing and preparation.

All authors participated in the discussion of the results and approved the final text of the manuscript.

Conflict of interest

The authors declare no conflict of interest.

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