Peculiarities of parent–teacher collaboration in supporting the psychosocial development of children with autism spectrum disorders

Abstract

The article examines the specific features of interaction among parents, psychologists, and teachers in supporting the psychosocial development of children with autism spectrum disorders (ASD). The relevance of the study is determined by the need to ensure an individualized and comprehensive approach to psychological and pedagogical support for children with ASD, whose psychosocial development is characterized by considerable individual variability. The purpose of the article was to identify the characteristics of interaction between parents, psychologists, and teachers in monitoring the individual psychosocial development of children with ASD and to determine the conditions and ways of optimizing such interaction. The study employed methods of analysis, generalization, and systematization of scientific sources addressing psychological support, inclusive education, psychosocial development of children with ASD, and family–school partnership.
It was established that effective monitoring of a child’s psychosocial development requires the systematic integration of information obtained from parents, teachers, and psychologists. The complementary nature of observations conducted in family and educational environments was identified, enabling a more comprehensive assessment of the dynamics of the child’s communicative, emotional, social, and adaptive development. The expediency of moving from episodic parental information to a partnershipbased interaction model was substantiated. Such a model involves two-way information exchange, joint discussion of monitoring results, coordination of psychological and pedagogical support objectives, and timely adjustment of its content. Prospects for further research involve the empirical determination of criteria for the effectiveness of partnership-based interaction and the development of a practical model for its implementation in an inclusive educational environment.