Abstract
This article discusses formation of communication skills in primary school children with autism spectrum disorders (ASD) represents one of the most complex challenges in the field of special pedagogy. Children with ASD face significant difficulties in social communication, expressive and receptive language, non-verbal interaction, as well as in the emotional perception of communication. The purpose of this study is to conduct a comparative analysis of contemporary scientific approaches to the development of communication skills in primary school children with ASD based on the review of academic literature, and to identify the most effective methods currently employed by special education teachers and psychologists working with children diagnosed with ASD. Recent research indicates that comprehensive approaches are required to support the development of speech initiative, social interaction and functional communication in children with autism spectrum disorders. Therefore, this article presents a set of the most effective methods applied by special educators and psychologists when working with these children in the context of inclusive and remedial education. The methodology of this study includes theoretical analysis, surveys of practicing educators, and quantitative data analysis. The findings demonstrate a preference for integrated strategies that combine behavioral and developmental approaches. Systematization of practical experience has helped identify methods that increase the involvement and autonomy of children with ASD in the educational environment. The conclusions confirm the importance of applying a comprehensive and individualized approach in teaching children with ASD, as well as encouraging active participation of both educators and peers.