Studying the dynamics of children with autism spectrum disorder and intellectual disability's educational achievement during the junior school

Purpose of the study. Identification and clarification of the dynamics of cognitive and personality educational achievements of primary school students with autistic spectrum disorders and intellectual disorders in the learning process in junior school/ Context and relevance. In recent years, there has been growing interest in the long-term outcomes of school adaptation of children with ASD, especially in terms of not only academic performance, but also personal development, which is extremely important for advancement in socialization. Domestic longitudinal studies with representative samples are rather nonexistent, while international data show that cognitive progress often outpaces the development of emotional-behavioral competencies (Aitken et al., 2025; Chen, Huan,Tsen 2023; Kim, Bal & Lord, 2018; McQuaid et al., 2021; Miniarikova et al., 2023). Meanwhile the effectiveness of remedial and inclusive programs remains a subject of debate. Our study partially fills this gap by providing empirical data on the dynamics of educational and personality achievements of students with ASD and intellectual disabilities. Methods and materials. A longitudinal study of a group cohort of schoolchildren with ASD and intellectual disability studying in adapted educational programs (8.3 – 8.4). Data were collected in the first and fourth years of study. Assessment was conducted through questionnaires administered to parents and teachers on academic achievement scales (including acquisition of academically significant skills) and personal development. Statistical analysis included non-parametric tests (Wilcoxon, Mann-Whitney), correlation analysis (Spearman), and comparisons between groups that received and did not receive correctional and developmental activities. Results. Statistically significant positive dynamics were identified in educational and personal indicators. Growth was more consistently expressed in academically relevant skills. Personality development was less uniform: significant improvement was noted in social interaction and behavioral adequacy, while emotional state and the quality of teacher-student relationships remained stable after the first year of study. Students who received systematic correctional and developmental support demonstrated higher levels of self-regulation, academic success, interactions with other children, and better behavior compared to those who did not receive such support. Correlation analysis revealed a stable link between academically relevant skills and personal regulation by the end of the fourth year. Conclusions. The results indicate that with adapted teaching and systematic support, children with autism spectrum disorders and intellectual disabilities can demonstrate sustained growth in educational achievement and gradual personal development. However, personality changes are slower to emerge and require long-term support; correctional and developmental programs and support are critical for sustainable socialization. The findings reinforce the need for long-term systematic support and regular monitoring of not only the cognitive but also the behavioral and social development of these students.

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