RESOURCE CLASSES AS AN ORGANIZATIONAL MODEL IN INCLUSIVE EDUCATION
Introduction. Education of children with autism is one of the most urgent and difficult tasks of both foreign and Russian education, as evidenced by numerous publications of researchers and practitioners. One of the options for ensuring the rights of children with autism spectrum disorders to inclusive education in secondary schools is the creation of resource classes (resource zones). The practice of working resource classes in the education system of the Novosibirsk region deserves not only the attention of the pedagogical and scientific community, but also special scientific research and generalization to determine the possibilities of scaling up this innovative experience. Methodology and methods of the research. The methodological basis for the work of resource classes is the theory of applied behavior analysis (ABA). But the experience of creating resource classes in foreign countries shows the possibility of using alternative scientific theories-cognitive-behavioral, emotional-level, verbal-behavioral approach and a model based on development, individualization and relationships - DIR-Floortime. To analyze and generalize the practical experience of resource classes in the education system of the Novosibirsk region, a project session was organized on the basis of the Novosibirsk state pedagogical University, which was attended by 378 people. During the discussion of methodological, technological and organizational aspects of resource classes, invited experts-speakers expressed their views on the achievements, current problems and prospects for the development of inclusive education for children with autism in the Novosibirsk region. The results of the research. In the 2019/20 academic year, there are more than 31 thousand children with disabilities in the Novosibirsk region, including about 600 children with autism spectrum disorders. At the initiative of parents of children with autism who have chosen inclusive education for their special children in accordance with their statutory right, resource classes for teaching children with this diagnosis have been created at five schools in the period from 2017 to 2019. The results of their activities allow us to see both the effects and problem areas, evaluate the requests of parents and employees of inclusive schools for psychological and pedagogical support and assistance in the education and development of children with autism spectrum disorders. Following the results of the project session, proposals were formulated and sent to the Ministry of education of the Novosibirsk region. Conclusion. During the project session, we analyzed the experience of resource classes as innovative infrastructure components of educational inclusion and identified opportunities to improve special educational conditions for teaching children with autism spectrum disorders in the educational space of the Novosibirsk region.