The article examines the theoretical and practical foundations for developing communication skills in three-year-old children with autism spectrum disorder (ASD). The relevance of the research is determined by the importance of providing early support to children with special educational needs within the context of contemporary inclusive education. The purpose of the study is to provide a scientific rationale for the pedagogical conditions that promote the development of communication skills in three-year-old children with ASD and to systematize effective methods. The study involved an analysis of national and international research on the characteristics of communication development in children with ASD. It also examined the potential of early intervention programs, Naturalistic Developmental Behavioral Interventions (NDBI), the Early Start Denver Model (ESDM), Pivotal Response Treatment (PRT), and Augmentative and Alternative Communication (AAC) technologies. The research methods included a review of scientific literature, comparison, systematization, and the synthesis of pedagogical experience. The findings indicate that early diagnosis, individualized instruction, play-based technologies, visual support, the organization of communication opportunities in natural settings, and active family involvement are the principal pedagogical conditions for developing communication skills in three-year-old children with ASD. The materials presented in the article may be of scientific and methodological value to special education teachers, speech and language therapists, psychologists, and preschool educators.

ORYNGALIEVA G.A.

PhD student of the «Special pedagogy» educational program, Abai Kazakh national pedagogical university, Aktobe, Kazakhstan

Е-mail: niazovnag@mail.ru, https://orcid.org/0009-0007-8397-700X

AKHMETZYANOVA A.I.

Doctor of pedagogical sciences, professor, Kazan federal university, Kazan, Russian Federation

Е-mail: niazovnag@mail.ru, https://orcid.org/0009-0007-8397-700X

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autism spectrum disorder, three-year-old children, early intervention, communication skills, preschool education, inclusive education, visual support, augmentative and alternative communication