Modeling music lessons as a strategy for adapting preschool children with autism spectrum disorders in the context of inclusive education

The aim of this research is to design a model of music lessons for a small, family-type inclusive group with preschool children in a home educational environment, and to justify the necessity of implementing this model in the process of correctional and developmental work with families raising children with autism spectrum disorders (ASD). It is hypothesized that the modeling of music lessons can be considered as a strategy for adapting preschool children with ASD to further education in a general education school, if an integrative approach to music education, game-based modeling of learning situations, and networked interactive digital technologies are implemented as organizational and pedagogical conditions of the music lesson model. The scientific novelty of the research lies in the fact that it describes an algorithm for music lessons for a small, family-type inclusive group (with a child with ASD) in a home educational environment. A mechanism for correctional and developmental work by a music teacher is presented using the example of music lessons for a small, family-type inclusive group (with a child with ASD) in a home educational environment. Ways and means of organizing music lessons in families in similar life situations are proposed. The author's focus concentrates on designing a model of music lessons as a strategy for forming social adaptation skills in children with ASD in the context of inclusive education: music education takes place in a home educational environment, the method of presenting educational material is transformed in accordance with game-based modeling technologies, the Soft way to Mozart program is implemented as material and technical support for the educational process, and educational tools and materials are selected in accordance with the capabilities of the child with ASD. As a result, a model of music lessons was developed for a small, family-type inclusive group with preschool children in a home educational environment.