Journal of Siberian Federal University. Humanities & Social Sciences / Modular Competence- Based Approach in the System of Continuing Education of Specialists Working with Children with ASD

Full text (.pdf)
Issue
Journal of Siberian Federal University. Humanities & Social Sciences. 2025 18 (12)
Authors
Nigmatullina, Irina A.; Vasina, Veronika V.; Pavlova, Lilia D.; Garashchenko, Violetta V.
Contact information
Nigmatullina, Irina A. : Kazan Federal University Kazan, Russian Federation; Vasina, Veronika V. : Kazan Federal University Kazan, Russian Federation; ; Pavlova, Lilia D. : Kazan Federal University Kazan, Russian Federation; Garashchenko, Violetta V. : Kazan Federal University Kazan, Russian Federation
Keywords
preschool age; autism spectrum disorders (ASD); modular competence approach; continuing education system; training of specialists
Abstract

The purpose of our study was to identify the strengths and weaknesses of the formed competencies of specialists working with children with ASD with a modular competence approach in the system of continuing education. The training of specialists working with children with ASD in the Republic of Tatarstan was conducted within the framework of a modular competence approach in the system of continuing education and a survey based on the results of this training. An online survey in Yandex form was used as a research method. It was attended by 104 specialists who completed advanced training in 3 additional education programs in 6 blocks of questions. A survey of specialists working with children with ASD showed an uneven formation of competencies after completing training programs, which depends on the initial level and specialization of the education received, on the choice of a professional development program, on the desire to undergo training and put into practice the acquired knowledge about children with ASD. Weaknesses were found in all groups of respondents, especially in terms of formed skills in the diagnosis and application of technologies for accompanying children with ASD. Teachers and educators of educational organizations, even after point training, turned out to be less ready to interact with children with ASD than previously trained speech pathologists, speech therapists, psychologists due to the specifics of the nosological group. In the future, it is important to expand the sample of the study and the contingent for advanced training at the expense of teachers and educators of inclusive education and offer them training in all developed modules

Pages
2570–2583
EDN
SILCQY
Paper at repository of SibFU
https://elib.sfu-kras.ru/handle/2311/158015

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