PECULIARITIES OF ORGANIZING THE EDUCATIONAL PROCESS FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS IN WARTIME CONDITIONS

Abstract

This article investigates the specific features of organizing the educational process for children with autism spectrum disorders (ASD) under wartime conditions in Ukraine. The relevance of the problem lies in the fact that the war significantly disrupts the stability of the educational environment, reduces access to specialized resources, and creates additional barriers to inclusive education. The aim of the study was to identify key challenges in pedagogical practice, characterize the psycho-pedagogical needs of children with ASD in crisis conditions, and evaluate the effectiveness of corrective approaches aimed at supporting their socialization, communication, and emotional stability. Within the framework of the empirical study, surveys, in-depth interviews, and observations of the educational process were conducted among teachers, teacher assistants, psychologists, and parents under wartime conditions. The results showed that the effectiveness of learning for children with ASD during the war largely depends on the individualization of educational trajectories, the use of digital platforms and visual materials, a structured schedule, coordinated actions of teachers and parents, as well as the creation of a safe, predictable, and emotionally supportive environment. Corrective interventions based on integrated methods for developing social skills contributed to improved initiative in communication, the ability to recognize and respond appropriately to others' emotions, and increased participation of children in group activities. Based on the results obtained, recommendations were formulated to improve inclusive educational practices under wartime conditions. The study concludes that an interdisciplinary approach is key to ensuring the continuity of education, supporting the psycho-emotional well-being, and promoting effective socialization of children with ASD in crisis situations.