Addressing the training gaps for ASD specialists in Kazakhstan: A forecast-based approach.

Background: Studying the problems of training personnel to work with children with autism spectrum disorders (ASD) in the Republic of Kazakhstan is of high relevance and importance due to the trend of stable growth in the number of children in this category, indicating the need for systemic development and timely solutions. This study investigates the gaps in training for ASD specialists and provides a forecast-based approach to address these needs effectively.

Materials And Methods: The study utilized stratified random sampling to ensure the representativeness of each key participant group: children with ASD of different age categories, participants from various geographical regions of Kazakhstan, educators, health professionals, and social workers. Data were collected from children with ASD, teachers, specialists working with these children, doctors involved in diagnosis and treatment, and social support specialists. This comprehensive approach allowed for a detailed understanding of the challenges and needs related to ASD in Kazakhstan. Additionally, mathematical modeling and forecasting methods were employed to predict the increase in the number of children with ASD, facilitating the development of targeted educational programs for training specialists at undergraduate and graduate levels and improving the qualifications of practicing professionals.

Results: The study revealed significant insights into the current state of ASD specialist training in Kazakhstan. The data indicated a lack of sufficient training programs tailored to the needs of children with ASD. The forecast predicted a continuous rise in the number of children diagnosed with ASD, emphasizing the urgency for developing additional educational and training programs. The findings highlighted the necessity for an integrated approach to support ASD children, including the development of individual educational strategies, psychological programs for enhancing social, communication, and adaptive skills, and robust support systems for families.

Conclusion: The study underscores the critical need for systemic improvements in the training of specialists working with children with ASD in Kazakhstan. By forecasting the rising trend of ASD diagnoses, it emphasizes the importance of proactive measures in developing comprehensive educational and training programs. The results advocate for a multifaceted approach, incorporating pedagogical, psychological, medical, and social aspects to create an inclusive and supportive environment for children with ASD and their families. This approach aims to improve early detection, treatment, and overall outcomes for children with ASD, ensuring better integration and support within the educational and social systems.