PSYCHOLOGICAL DIAGNOSIS IN CHILDREN WITH AUTISM SPECTRUM DISORDER (USING THE EXAMPLE OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT AND PRIMARY SCHOOL AGE)

Abstract

This article investigates the efficacy of psychological diagnostics for primary school-aged children with autism spectrum disorder (ASD) within inclusive educational settings. It highlights the critical importance of early, accurate assessment in identifying the specific cognitive, communicative, emotional, and behavioral needs of these students. The research focuses on implementing modern, structured diagnostic tools adapted for the inclusive classroom, moving beyond traditional clinical models to practical educational applications.  The study demonstrates that integrating a multidisciplinary approach–combining psychological testing, pedagogical assessment, and behavioral analysis–significantly improves diagnostic accuracy. Results indicate that such comprehensive methods raise detection precision by 27–34% and improve the development of individualized educational plans. Consequently, systematic, continuous diagnostics are shown to be essential for optimizing inclusive practices, enhancing social adaptation, and fostering academic progress for children with ASD.