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The article describes the pedagogical research designed to ensure educators be able to support for children with autism spectrum disorders in the educational space as well as the content of the children’s special needs and the conditions under which these needs can be satisfied. We determined the environmental resources and resources of children with autism. The author demonstrates the comparison of two conceptual focused on supporting the development and education of children with autism spectrum disorders (ASD). One model is team work, another work of individual specialists (called «cabinet system»). To evaluate we have used the method «Tool for professional development of teachers» developed by the international community educators ISSA. We presented in table the ordered main indicators of quality of teachers in target areas (interaction, family, inclusion, assessment and planning, training methods, developmental environment, professional development) as well as comprehensive achievements of children with autism (using a differential diagnostic technique C.A.R.S.). It was confirmed that the most important component of efficient support of child on the spectrum is well-coordinated work of multidisciplinary team which implements Individualized Education Program with short-term objectives and SMART goals: specific, measurable, attainable, relevant, and time-bound. Training of specialists based on an action research cycle of thoughtfully planned activities to gather, interpret, and explore data about group collaboration in order to facilitate an innovative solution. The article described methods of the trainers, experts and supervisors with teachers to achieve their competence to work with children with ASD, success factors and challenges faced by the trainers of teachers. We note also prospects for further innovation work towards establishing continuity between preschool and school.

ALGORITHM ACTIVITY OF AUTISTIC CHILD’S SUPPORT TEAM IN LEARNING ENVIRONMENT