PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR CHILDREN WITH ASD: A COMPARATIVE LEGAL ANALYSIS OF INTERNATIONAL EXPERIENCE

Abstract

In recent decades, there has been a steady increase in the number of children with autism spectrum disorder, which necessitates the improvement of legislative and educational approaches to their support.
The aim of the study is to conduct a comparative legal analysis of international systems of special psychological and pedagogical support for children with autism spectrum disorder, to identify effective practices, and to determine the possibilities for their adaptation in national contexts.

The work is of both theoretical and practical significance: theoretical – in systematizing and summarizing international experience, and practical – in formulating recommendations for the development of support systems for children with autism spectrum disorder.

The methodology of the study includes comparative analysis, content analysis, case analysis, and quantitative data processing. Systemic and person-centered approaches were applied.

The main results demonstrated that the most successful models are based on early diagnosis, individualized educational pathways, and active family involvement. Differences in legislative frameworks and levels of practical development across countries were identified.

The value of the study lies in the comprehensive analysis of legal and practical experiences, providing a justified basis for recommendations aimed at improving national inclusive education policies for children with autism spectrum disorder.

The practical significance of the results consists in the possibility of applying effective models and approaches to enhance systems of special psychological and pedagogical support across different national contexts.