Research on the Attitudes of Parents of Children with Autism to Preschool Education
Bibliographic record
Abstract
Objectives. The preschool age has its crucial importance in the upbringing and education of children with autism spectrum disorders (ASD). The plasticity of psychological organization at this age makes the psycho-educational work the most effective. The aim of presented work is the analysis of characteristics of parents’ attitude of children with autism to preschool education with the follow-up identification of factors that influence this attitude of parents to preschool education and determination of the trajectories for optimizing this attitude in order to increase the effectiveness of accompanying children with ASD in the preschool period. Methods. A survey of 629 parents or legal representatives of individuals with autism from 43 regions of Russia and the Republic of Belarus was conducted. The age of the respondents’ children varies from 3 to 38 years. Results. Reported that 86.6% of the children attended preschool educational organizations; 12.3% — did not attended; 0.6% preferred not to answer this type of questions. In the period from the second half of the 1980s to 2022, the percentage of children attending preschools increased from 7.8% to 97.0%. However, regardless of age, at least a quarter of families (24—28%) asked for help in other institutions or appealed to the private specialists, which directly indicates dissatisfaction with the support provided by the preschool educational system. Respondents whose children attended preschools mark the general preschool education effects at 3.2+0.1 on a five-point scale. In comparison, all families who assessed preschool have a significantly lower result (P<0.01) — 2.8+0.1. The respondents noted the insufficient level of qualifications of the staff of the preschool educational institution and problems of organizational and methodological support. Conclusions. Despite the subjective character of the survey, the assessments and comments of parents reflect the real problems of preschool education of children with ASD. In order to develop cooperation between representatives of the preschool system and families raising children with autism, two equivalent areas of work are proposed: raising awareness of parents about autism and the basic supports of children with autism and improving the skills of specialists working with such children.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".