Based on the experience of psychological work with children with autism spectrum disorder, features of the manifestation of autism in boys and girls are characterized, the process of their development, the possibilities of various forms of education and opinions regarding their future are described in the article. Strategies for the productive development of children with ASD that have shown positive dynamics are presented. The main idea of the significance of multilateral influence on the process of growing up for children with autism spectrum disorder is substantiated. The article gives examples to confirm the main idea, that the reliance on one’s own resources and the development of those resources is an important aspect of the development of a child with ASD, which contributes to his achievements and success in life.

The purpose of the study is to develop theoretical and practical foundations for preparing a teacher for productive interaction with a substitute family in a difficult pedagogical situation. Data on the teacher’s readiness to work with a substitute family were obtained, areas of deficiency in vocational training were identified. It has been established that it is advisable to implement short-term full-time courses for teachers, within which the peculiarities of the life of the substitute family are studied, technologies for diagnosing the substitute family, organization and maintenance of psychological and pedagogical support of substitute families are mastered.

The article analyzes the significance of the heritage potential of scientists who defined pedagogical thinking in the XX century, as well as their views on the development of priority areas of pedagogy, in general, and the problems caused by issues and various aspects of child rearing, in particular; compares systems, forms and methods of child rearing, classifications of age periods, as well as physiological and psychological changes occurring in children at various stages of their growing up; based on the conducted historical and pedagogical research, conclusions are drawn about the relevance and feasibility of the scientific potential of pedagogical heritage in modern conditions of the development of pedagogical science and society as a whole.

The article examines the principle of social responsibility in the context of the position of an educational institution in relation to the problem of family conflicts. Starting from the position of D. A. Novikov on the general principles of the effective management of educational systems, the analysis of the principle of formation of social responsibility is made. The presentation of the problem is given in the context of a comparative analysis of the goals of the Central state programs for the development of education on 2013–2020 and 2018–2025 years.

The article shows the empirical results of the specificity of the children socio-psychological school disadaptation with disabilities in primary school with various nosologies. The results obtained on a sample of these children (N = 27) were compared with the results of the children without disabilities (N = 170). To study social psychological adaptation/maladjustment, the following methods were used: D. Stott’s observation map, the author’s method for studying social and psychological adaptation of a student with disabilities to the school process, the method “Specificity of undesirable behavior” (addiction test modification by V. D. Moskalenko). The results obtained allow us to single out the most pronounced socio-psychological maladaptive behavioral manifestations of children with disabilities in symptoms-complexes “depression”, “distrust of new people, things, situations”, “hostility towards adults”, “anxiety towards adults”, “lack of social normativeness/asociality”. Adaptive problems are present in 12 symptom-complexes on average. In children without disabilities, problems are observed in 4 symptom-complexes on average. In children without disabilities it discovered a mild degree of neurotic disorder, in children with disabilities — emotional-behavioral and intellectual difficulties: excess occurs according to symptoms-complexes “depression”, “distrust of new people, things, situations”, “anxiety in relation to adults”, “mental retardation”. The largest number of the problems connected with adaptation is found in children with autism spectrum disorders and moderate mental retardation. In boys and girls with disabilities, statistically significant differences in symptom complexes were not discovered. In children without disabilities, such differences were found for four symptom complexes.