Psychological aspects of educational socialization of children with autism spectrum disorders in the context of current challenges
DOI:
https://doi.org/10.17721/BPSY.2025.2(22).8Keywords:
children with ASD, autism, preschool age, primary school age, socialization, adaptationAbstract
Background The socialization of children with autism in war conditions presents a special challenge that requires an attentive and sensitive approach. Military conflicts can create additional stress and trauma for both children with autism and families. During times of war, ensuring safety and stability for children is especially important, and for children with autism, predictability of the environment is important, so it is necessary to create a stable and predictable surrounding. The purpose of the article is a theoretical analysis of the problem of socialization and difficulties of adaptation of children with ASD in preschool and primary school educational institutions in war conditions. The purpose of the article: to analyze the problems of socialization and adaptation difficulties of children with ASD.
Methods: analysis, generalization, systematization.
Results. The socialization of children with ASD in a preschool educational institution includes the following difficulties. Children with autism may have limited verbal and nonverbal communication skills, making it difficult to interact with other children. It is important to provide additional opportunities to teach communication skills through game scenarios, simulations and special programs. The socialization of children with autism spectrum disorders into the school environment may face a number of unique challenges due to changing environments and increased social expectations. Children with ASD may have difficulty establishing and maintaining social connections. Children have limited or unusual interests, which may make it difficult to include them in general school activities. It is important to create opportunities for individual and group activities that meet the interests of the child with ASD.
Conclusions. 1. The socialization of children with ASD in a preschool educational institution experiences the following difficulties: limited verbal and nonverbal communication skills; sensitivity to sounds and lighting; stereotypical behavior; problems recognizing the emotions of others and expressing your own. 2. The socialization of children with autism spectrum disorders in the school environment may face a number of special challenges, namely: limited interests; difficulty understanding social norms and expectations; lack of independence; undeveloped self-care skills; attention deficit; low level of concentration.
References
Bohush, A., Varianytsia, L., Havrysh, N., Kurinna, S., & Pechenko, I. (2006). Children and society: features of the socialization of children of preschool and primary school age. Kyiv [in Ukrainian].
Bodnariuk, M., Kantytska, K., Kohut, S., & Slozanska, H. I. (2023). The effectiveness of using PECS cards in working with children with ASD aged 3 to 6 years. In Spetsialna osvita ta sotsialna inkliuziia: vyklyky XXI stolittia (pp. 7–9). Zaporizkyi natsionalnyi universytet [in Ukrainian].
Zhula, N. (2020). Gender socialization of children with autism in an inclusive environment. In Mizhnarodna naukovo-praktychna konferentsiia – 2020 (pp. 235–236) [in Ukrainian].
Iniutina, O. V., & Lysenko, I. P. (2023). Explanation of the state of autism to children with autism spectrum disorders: an approach that responds to development. Habitus, (49), 110–115. https://doi.org/10.32782/2663-5208.2023.49.19 [in Ukrainian].
Klasyfikator MKH-10 (ICD-10) [ICD-10 Classifier (ICD-10)]. (n.d.). Retrieved from https://sutura.org.ua/mkh10/ [in Ukrainian].
Levytska, K. I., & Khodanovich, E. M. (2023). Social and psychological adaptation of children with autism in preschool conditions: challenges and support strategies. Habitus, 65(1), 95–98. https://doi.org/10.32782/2663-6085/2023/65.1.19 [in Ukrainian].
Malesh, V. I., & Hladush, V. A. (2021). School adaptation of children with ASD. DZVO "Universytet menedzhmentu osvity" NAPN Ukrainy, (1), 1–7 [in Ukrainian].
Poroshenko, M. A. (Ed.). (2018). Organizational and methodological foundations of the activities of inclusive resource centers: educational and methodological manual [in Ukrainian].
Protsyk, L., & Pampura, I. (2019). Psychological characteristics and legal protection of children during armed conflict. Psykholohichnyi chasopys, 5(11), 253–267. https://doi.org/10.31108/1.2019.5.11.16 [in Ukrainian].
Flippin, M., Reszka, S., & Watson, L. R. (2010). Effectiveness of the Picture Exchange Communication System (PECS) on communication and speech for children with autism spectrum disorders: a meta-analysis. American Journal of Speech-Language Pathology, 19(2), 178–195. https://doi.org/10.1044/1058-0360(2010/09-0022
Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: a randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611–620. https://doi.org/10.1111/j.1469-7610.2005.01567.x
Mann, M., McMillan, J. E., Silver, E. J., & Stein, R. E. K. (2021). Children and adolescents with disabilities and exposure to disasters, terrorism, and the COVID-19 pandemic: a scoping review. Current Psychiatry Reports, 23(11), Article 73. https://doi.org/10.1007/s11920-021-01295-z
Rozenblat, S., Nitzan, T., Matz Vaisman, T., Shusel, R., Rum, Y., Ashtamker, M., Golan, O., Dinstein, I., & Koller, J. (2024). Autistic children and their parents in the context of war: Preliminary findings. Stress and Health, 40(5), e3442. https://doi.org/10.1002/smi.3442
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice.
Stough, L. M., Ducy, E. M., & Kang, D. (2017). Addressing the needs of children with disabilities experiencing disaster or terrorism. Current Psychiatry Reports, 19(4), Article 24. https://doi.org/10.1007/s11920-017-0776-8
Sturm, H., Fernell, E., & Gillberg, Ch. (2004). Autism spectrum disorders in children with normal intellectual levels; associated impairments and subgroups. Developmental Medicine & Child Neurology, 46(7), 44–47. https://doi.org/10.1111/j.1469-7610.2004.03058.x
Tantam, D. (2005). Zespуł Aspergera w wieku dorosłym [Asperger's Syndrome in Adulthood]. In U. Frith (Ed.), Autyzm i zespуł Aspergera (pp. 180–221). PZWL [in Polish].
UNICEF Ukraine. (2022, June 23). UNICEF launched project to support children with disabilities and their families affected by war in Ukraine. Retrieved from https://www.unicef.org/ukraine/en/press-releases/project-crisis-support-children-disabilities
Watkins, L., O’Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G. E., Sigafoos, J., & Lang, R. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of Autism and Developmental Disorders, 45(4), 1070–1083. https://doi.org/10.1007/s10803-014-2264-x
Whalon, K., Conroy, M., Martinez, J., & Werch, B. (2015). School-based peer-related social competence interventions for children with autism spectrum disorder: A meta-analysis and descriptive review of single case research design studies. Journal of Autism and Developmental Disorders, 45, 1513–1531. https://doi.org/10.1007/s10803-015-2373-1
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Bulletin of Taras Shevchenko National University of Kyiv. Psychology
This work is licensed under a Creative Commons Attribution 4.0 International License.
