HISTORICAL FORMATION AND SOCIAL FOUNDATIONS OF EDUCATION AND UPBRINGING OF CHILDREN WITH AUTISM SPECTRUM DISORDERS
DOI:
https://doi.org/10.47390/SPR1342V6I4Y2026N49Keywords:
autism spectrum disorders, autism, special education, defectology, inclusive education, social adaptation, developmental disorders, educational system, pedagogical approaches, historical development.Abstract
This article provides a comprehensive analysis of the historical development of education and
upbringing of children with autism spectrum disorders, as well as their social foundations. It explores the
evolution of scientific understanding of autism, from early descriptions of the condition to contemporary
interdisciplinary research. The study also examines changes in societal attitudes toward children with autism,
including the transformation of stereotypes and social approaches to their support and inclusion. The paper
discusses the main stages in the development of special education systems, the formation of defectology and
special pedagogy, and the implementation of inclusive education as a significant social institution. Furthermore, it
highlights modern pedagogical and psychological methods used in teaching children with autism, as well as issues
related to their social adaptation and integration into society. The findings emphasize the importance of a
comprehensive, systematic, and socially oriented approach in organizing education for children with autism
spectrum disorders.
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