Author: Alina Mutalimova

DOI: 10.62670/2308-7668.2026.55.1.008

Source: Issue: vol. 55 No. 1: 10 April 2026

Publisher: PE "Center of Excellence"

Document type: Practice-oriented article

Abstract

The article presents the experience of developing and implementing a model of psychological and pedagogical conditions for the social integration of children with autism in an inclusive school setting. The model is aimed at fostering stable interpersonal relationships and developing peer friendships. The practical implementation was carried out through the activities of a social club based in the Inclusive Support Office. The results of the model’s approbation indicate positive dynamics in the development of social skills in children with autism and the formation of a more supportive social climate within the school community.

Key words: inclusive education, social integration, children with autism, peer relationships, psychological and pedagogical conditions

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