Education of children with autism spectrum disorders in the Republic of Belarus: problems and solutions experience
Abstract
Context and relevance. The growing number of children with autism spectrum disorders (ASD), along with the practical implementation of inclusive education, necessitates improvements in the educational process for students with ASD. Objective. This study aims to analyze the specific features of education and support for children with ASD, as well as the work of specialists at the Institute of Inclusive Education in developing scientific and methodological resources to support the educational process for students with ASD in Belarus. The goal is to identify existing challenges and propose potential solutions. Methods and materials. The study involved the analysis of statistical data, scientific research, publications, and the websites of educational institutions in Belarus. Key issues under examination included the education of individuals with ASD, the organization of tutor support and correctionaldevelopmental activities, teacher training for working with children with ASD, and the promotion of a tolerant attitude toward individuals with ASD. Results. The analysis revealed a number of positive trends, including increased opportunities for early intervention, improved access to inclusive education, the development of tutor support, and the advancement of scientific and methodological resources. However, several persistent challenges were also identified, such as the absence of a unified national database, insufficient coverage of early intervention services, and limited access to vocational education for students with ASD. Conclusions. Promising directions for further development include the establishment of monitoring systems for the education of individuals with ASD, the expansion of access to early intervention, and the creation of opportunities for students with ASD to pursue vocational, secondary specialized, and higher education.
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