УРАХУВАННЯ ОСОБЛИВОСТЕЙ ДІТЕЙ З АУТИЗМОМ НА ЕТАПІ ЇХ АДАПТАЦІЇ ДО ІНКЛЮЗИВНОГО НАВЧАННЯ

In the article the problems of inclusive training of children with psychophysical violationsare considered. The condition of practice of introduction inclusive education within national educational system is analysed. It is established that at present not each practical psychologist, the teacher even if he has the considerable experience, has been rather informed with the specifics of work with such difficult category of children with autism. It is noted that in Ukraine the Institute of special pedagogics which is scientific institution as a part of National academy of pedagogical sciences of Ukraine develops a scientific-theoretical base of the development and introduction inclusive education. It is emphasized that the problem of the organization inclusive studies of children with autism is difficult and a little investigated. The attention is focused on importance of the establishment of difference of process inclusive education of children with autism from inclusion process in general education space of children with other psychophysical violation.The author has generalized the features of the pupils with autism which the teachers at the first stages of study of these children in general educational institutions have considered. It is established that the process of inclusive education of children with autism can significantly differ from inclusion in general educational space of children with other psychophysical violations. Such characteristics as the lack of balance in the integration of sensory stimuli, underdevelopment language skills, motor disturbances, too much attachment to the repetitive action and a narrow range of interests can be a big obstacle to the inclusion of the child with autism in an inclusive class team, regardless of the level of intellectual development or academic abilities. Definitely specific requirements are needed to the environment adaptation for comfortable stay of the pupils with noted nosology in the educational institutions and to use an individual approach. The process of inclusive education of children with autism may differ significantly from the inclusion in the general space children with other mental and physical disorders. The application of special techniques and methods of correctional work with this category of children should be implemented in the educational institutions.