Professional Development and Competence Formation among Specialists Working with Children with Autism Spectrum Disorder

Abstract

The overarching goal of the article is to examine professional competence formation within the framework of continuing professional education. The study provides preliminary empirical insights into competence development within continuing professional education systems. The authors of the article raise the issue of developing professional competences among pedagogical specialists working with children with ASD. In light of the development of educational infrastructure, there is a need to improve the professional skills of specialists in teaching children with ASD and providing them with assistance. The survey of specialists working with children with ASD showed uneven formation of professional competences after completing the training programs. The best results were shown by school teachers and specialists in defectology, while the lowest results were observed among educators. Weaknesses were found in all groups of respondents, especially regarding the skills in applying the technology of propaedeutics and prevention of ASD progression, and applying the technology for working within an interdisciplinary team to support children with ASD and their families.