MODELS OF PEDAGOGICAL SUPPORT IN THE EDUCATIONAL PROCESS OF CHILDREN WITH AUTISM

I.P. Yelamanova, Butabayeva Laura Askarovna, Абильдина Салтанат Куатовна

2026

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DOI 10.69927/nquk3931
Data confidence 85 high
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Abstract

The growing number of children with autism spectrum disorder (ASD) enrolled in mainstream schools has intensified the need for effective pedagogical support systems that facilitate their academic achievement, social adaptation, and inclusion. Despite increasing attention to inclusive education, comprehensive and evidence-based pedagogical support models for children with ASD remain insufficiently developed. The purpose of this study was to identify, systematize, and substantiate effective models of pedagogical support for children with ASD in inclusive educational settings. The study was based on a theoretical analysis of current research on inclusive education and the education of children with ASD. Scientific publications were reviewed and compared to identify the main approaches to pedagogical support, their common features, and differences in practical application, with particular attention to systematizing existing models and their structural and functional characteristics. The analysis showed that successful educational support cannot rely on a single method or specialist, but is built through individualized educational planning, flexible teaching practices, coordinated work of teachers, psychologists, speech therapists, and tutors, and continuous cooperation with families. Pedagogical support models were examined and grouped according to their key functions and implementation conditions; although they differ in organization, all share the goal of creating learning environments responsive to the individual needs of children with ASD. A well-organized, adaptable support system was found to promote greater classroom participation, strengthen communication and social interaction, and improve the overall quality of inclusive education. The scientific significance lies in clarifying theoretical foundations and developing a structured classification of pedagogical support models; the practical significance lies in the applicability of the proposed models in schools, resource centers, and special education institutions. The study concludes that successful inclusion of children with autism depends on adaptive, interdisciplinary, and child-centered pedagogical support systems that address individual educational needs and promote full participation in the learning process.