Критерії діагностики когнітивного розвитку дітей дошкільного віку з розладами аутистичного спектру: огляд літератури

The relevance of the problem under investigation was determined by the introduction of inclusive education, which ensured the realisation of the right of all children, regardless of their mental and physical health, to receive a general education. The aim of the article was to examine approaches to determining the criteria for the cognitive development of children with autism spectrum disorders, based on which the main diagnostic criteria were identified, enabling a comprehensive characterisation of the cognitive development of preschool children with the studied nosology. The methodology of the study was based on a comprehensive analysis of contemporary scientific literature in the field of cognitive development of children with autism spectrum disorders, particularly focusing on the study of cognitive development criteria. Throughout the research, a detailed analysis of conceptual approaches to defining the term “cognitive development” was conducted, as well as the identification of specific characteristics of cognitive development in children with autism spectrum disorders. Special attention was paid to the challenges faced in diagnosing the cognitive development of such children, as well as to the analysis of complex disorders typically observed in preschool children with autism spectrum disorders. The article outlined the peculiarities of perception, attention, speech, intelligence, control, and planning of activities, among others. A review of the main diagnostic methods for cognitive functions, motor skills, and perceptual abilities was provided, with an emphasis on their potential application in corrective work with children with autism spectrum disorders.The findings obtained can be used to diagnose and correct the cognitive sphere of children with autism spectrum disorders, with the aim of integrating them into the system of inclusive education and ensuring access to quality education in accordance with their individual capabilities and the characteristics of their cognitive development.