Formation of life competencies in primary schoolchildren with ASD using a three-block model when learning in a resource class

Context and relevance. New forms of education for students with autism spectrum disorders (ASD) and the insufficiency of providing the process with scientific and methodological materials reflecting the practice of socialization of schoolchildren determine the feasibility of improving work on the formation of life competencies in the conditions of a new educational model - the resource class. Objective. Sistematize the experience of diagnosing the development of life competencies in primary schoolchildren with ASD and the practice of introducing a three-block model for their formation in the resource class. Methods and materials. Work on the formation of life competencies in 6 primary schoolchildren with ASD aged 9-10 years was carried out in the 2024-2025 academic year based on the methodology of S.V. Rusinova according to a three-block model (in lessons, in correctional and developmental classes with specialists, in extracurricular activities). The children studied in a resource class. At the beginning and at the end of the selected training period, the level of development of life competencies was diagnosed. Diagnostics were carried out using the method of structured participant observation, the results were recorded by tutors assigned to each student. Results. The average indicators of the development of life competencies among students with ASD increased by 10% compared to the initial results (from 46% to 56%). Five out of six children reached a level of development of social skills that allowed them to be partially included in the general education class. Conclusions. The proposed three-block model of comprehensive support for primary schoolchildren with ASD in a resource class can serve as an effective means of developing all components of life competencies. Further implementation of the proposed model will make it possible to trace the dynamics of their formation in students of the resource class, correlate it with the academic component of education, and possibly take into account the role and nature of the influence on it of the gradual inclusion of children with ASD in interaction with peers with neurotypical development.