Standardization as a mechanism for managing the development and learning of children with autism

Abstract

The article deals with the state of research of the discussion problem of standardization of the process of learning and development of children with autism. The purpose of the article is to highlight possible ways of implementing unification as a method of standardizing the process of development and education of children with autism. By unification we mean an effective method of reducing the unnecessary variety of special methods, techniques, techniques, techniques, tasks for bringing the correction and development process at certain stages to a single system and uniformity. One of the decisive reasons for resorting to the unification method is the prevalence - a steadily increasing rate of total autism disorders over a period of time. As a consequence, it is increasinglydifficult for autologists to adjust their development to children alone or with small groups. This necessitates finding ways to standardize such care through the introduction of unification using the stratification method, ie the stratification of symptoms. The first path offered by psychologists and neuropsychologists is to expand the diagnosis of the spectrum of autistic disorders in children with the separation of its three forms. The second way to achieve stratification is proposed at the initial stage of correction and development work, taking into account the results of research in the field of neuroscience about indirect stimulation of the functions of the cortical and subcortical structures of the brain of the child. The introduction of a unified approach will create the conditions for orienting the process of development and education of children with autism to the commonality of content requirements that can be presented in educational standards.