PSYCHOPEDAGOGICAL MONITORING IN DEVELOPING INDIVIDUAL EDUCATION PLANS FOR CHILDREN WITH AUTISM
DOI:
https://doi.org/10.55640/Keywords:
Autism Spectrum Disorder, psychopedagogical monitoring, Individual Education Plan (IEP), special education, differentiated instruction, developmental assessmentAbstract
This article discusses the crucial role of psychopedagogical monitoring in designing Individual Education Plans (IEPs) for children with Autism Spectrum Disorder (ASD). Psychopedagogical monitoring is a structured process that enables in-depth assessment of a child’s developmental progress and supports the personalization of the educational process. The paper analyzes the stages, methods, and educational outcomes associated with this approach and highlights its application in both international and local contexts.
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References
1.The Law of the Republic of Uzbekistan “On Education”.
2.Grandin, T. (2013). The Autistic Brain. Houghton Mifflin Harcourt.
3.Volkmar, F.R., & Wiesner, L.A. (2009). A Practical Guide to Autism. Wiley.
4.Ministry of Preschool and School Education of Uzbekistan – Special Education Guidelines.
5.Lord, C., & Rutter, M. (2012). Autism Diagnostic Observation Schedule (ADOS).
6.Muminova, G. (2021). Monitoring System in Special Education. Tashkent: TSPU Press.
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