THE MEANINGFUL FIELD OF THE READINESS OF HIGHER EDUCATION STUDENTS AND PRACTITIONERS TO SUPPORT STUDENTS WITH AUTISM

Abstract

The article presents the results of a comparative empirical study of the conceptual and meaningful components of «professional readiness» regarding the support of students with Autism Spectrum Disorder (ASD). The aim of the study is to determine the semantic features and structural elements of readiness among future special education specialists and practitioners within the current educational landscape of Ukraine (2022-2026). The article cites comparative and generalizing results of the study of the content components of the identification of the readiness of future special education specialists to support students with autism based on the results of a survey of education seekers and practitioners (n=67) from different regions of Ukraine. As a result, three content components were identified in the psychological portrait of the future specialist: «emotional foundation», «systematic knowledge and mastery of evidence-based methods», «partnership and adherence to boundaries in interaction». The content of the educational trajectory and methods of training such specialists included the content components: «basic and narrow-profile disciplines», «practicality and clarity of tasks», «mastery of soft skills and ethics of interaction». Trends in the differences between the content components between the responses of applicants and practitioners were identified. These trends were defined as the dominance of technologicality and instrumentality, the need for external confirmation of effectiveness, and the desire to avoid errors in students’ responses. The responses of practitioners identified a tendency towards ecology (preserving one’s own internal resources, the resources of the child and the family as a whole), the need for professional supervisory support, reliance on feedback from students, and their successes as a source of inspiration. The findings suggest that the training of future specialists should move beyond mere academic updates toward the development of professional resilience and reflective practices. The proposed structural models of readiness can serve as a basis for modernizing higher education curricula in special and inclusive education to bridge the gap between theoretical knowledge and the realities of clinical and educational practice.