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volume 4, issue 7, 2025
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PSYCHOPEDAGOGICAL MONITORING IN DEVELOPING INDIVIDUAL
EDUCATION PLANS FOR CHILDREN WITH AUTISM
Narbayeva Zamira Ravshanbekovna
4th year student, Faculty of Pedagogy, Defectology, Alfraganus University
+998933190294 zamiranorboyeva82@gmail.com
Abstract:
This article discusses the crucial role of psychopedagogical monitoring in designing
Individual Education Plans (IEPs) for children with Autism Spectrum Disorder (ASD).
Psychopedagogical monitoring is a structured process that enables in-depth assessment of a
child’s developmental progress and supports the personalization of the educational process. The
paper analyzes the stages, methods, and educational outcomes associated with this approach and
highlights its application in both international and local contexts.
Keywords:
Autism Spectrum Disorder, psychopedagogical monitoring, Individual Education
Plan (IEP), special education, differentiated instruction, developmental assessment
Introduction
In recent years, the number of children diagnosed with Autism Spectrum Disorder has been
steadily increasing worldwide. This growing prevalence underscores the need for tailored
educational approaches that reflect each child’s unique developmental profile. Standardized
teaching methods often fall short when applied to autistic learners, making individualized
educational planning essential. Psychopedagogical monitoring plays a vital role in this process
by allowing educators and specialists to observe, assess, and understand the child’s
psychological, social, and cognitive development in depth. This provides a foundation for
creating an effective, child-centered Individual Education Plan.
Contemporary Data
Psychopedagogical monitoring typically consists of four key phases: initial assessment,
continuous observation, identification of specific developmental challenges, and evaluation of
intervention outcomes. In recent years, international approaches such as ABA therapy and the
TEACCH model have gained recognition for their structured monitoring frameworks. In
Uzbekistan and similar educational contexts, a combination of observation, developmental
checklists, psychological testing, and teacher-parent interviews are commonly used.
Importantly, monitoring is not a one-time evaluation. It is a dynamic, ongoing process that
guides continual adjustment of the IEP according to the child's evolving needs. It helps identify
both the strengths and weaknesses in the child’s functioning, allowing educators to develop
appropriate interventions, track progress, and ensure long-term developmental support.
Psychopedagogical monitoring also enhances collaboration between educators, psychologists,
therapists, and families — a key factor in effective inclusive education.
1. Understanding Psychopedagogical Monitoring
Psychopedagogical monitoring is a continuous and systematic process that involves the
collection, analysis, and interpretation of information about a child’s psychological, emotional,
social, and academic development. For children with Autism Spectrum Disorder (ASD), this
process is particularly important due to the highly individualized and often unpredictable nature
of their developmental trajectories.
Monitoring provides a foundation for informed decision-making in special education. It involves
collaboration between psychologists, special education teachers, speech therapists, occupational
therapists, and parents. Each professional contributes unique insights that form a holistic
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understanding of the child’s needs and progress.
2. Key Components of Monitoring in Autism Education
Effective psychopedagogical monitoring includes the following elements:
Initial Assessment
Conducted upon the child’s enrollment or diagnosis, this stage gathers baseline data on cognitive
abilities, language development, motor skills, behavior, sensory responses, and social
interactions. Tools like the Autism Diagnostic Observation Schedule (ADOS), Childhood
Autism Rating Scale (CARS), or adapted versions of WISC (Wechsler Intelligence Scale for
Children) are often used.
Ongoing Observation
Regular classroom observations help detect patterns in behavior, learning responses, and social
engagement. Teachers and specialists document progress in specific goals outlined in the IEP.
Video recordings, behavior logs, and narrative reports can be used to track changes over time.
Data Analysis and Feedback
Periodically, the collected data is analyzed to identify strengths, emerging skills, and persistent
difficulties. The feedback loop involves all stakeholders, including parents, to adjust instructional
strategies and therapeutic interventions.
Modification of the IEP
Based on findings, the Individual Education Plan is revised to better match the child’s current
needs. This may include changes in teaching approaches, accommodations (e.g., visual schedules,
assistive technologies), therapy frequency, or socialization goals.
3. Monitoring Tools and Strategies
Several tools and methods are used in psychopedagogical monitoring:
Structured checklists and rating scales
(e.g., Social Responsiveness Scale, Sensory
Profile)
Developmental milestone tracking
aligned with both chronological age and cognitive
functioning
Interviews with parents and caregivers
to gain insight into behavior at home
Performance-based assessments
that evaluate academic progress in adapted subjects
Behavioral analysis
to understand triggers and reinforcements in challenging behavior
4. International Practices and Local Adaptation
Internationally, well-established systems such as TEACCH (Treatment and Education of Autistic
and Communication-Handicapped Children) and Applied Behavior Analysis (ABA) provide
structured frameworks for observation and intervention. These models emphasize consistency,
visual supports, task structuring, and reward systems — all of which benefit from regular
monitoring.
In Uzbekistan and other developing education systems, these frameworks are being adapted to
local conditions. For example, psychopedagogical centers and inclusive schools increasingly
employ developmental mapping tools and encourage regular consultations with families.
However, challenges such as limited access to trained specialists, lack of standardized diagnostic
instruments in the native language, and resource constraints often affect the depth and
consistency of monitoring.
5. Benefits of Monitoring in the IEP Process
Psychopedagogical monitoring provides numerous advantages in special education:
Personalized learning
tailored to the child’s evolving needs
Early detection of regression or plateauing
, allowing timely intervention
Improved goal-setting
, ensuring realistic and measurable objectives
Enhanced collaboration
between teachers, therapists, and families
Support for inclusive education
, helping integrate children with autism into mainstream
settings when appropriate
6. Challenges and Recommendations
Despite its benefits, psychopedagogical monitoring faces obstacles:
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Shortage of skilled professionals trained in autism-specific evaluation
Inconsistent data collection methods across schools or regions
Limited parental awareness of the purpose and importance of monitoring
Insufficient integration of technology in the monitoring process
Recommendations
include:
Investing in professional development for educators and psychologists
Developing national guidelines and tools for autism monitoring
Creating digital platforms for documentation and IEP tracking
Fostering active parent involvement in monitoring and planning processes
Conclusion
Psychopedagogical monitoring is a cornerstone in building effective and meaningful Individual
Education Plans for children with autism. It ensures that educational strategies are aligned with
the child’s current developmental status, promotes inclusion, and supports gradual adaptation to
social environments. By systematizing the monitoring process, educational institutions can
enhance the quality of special education, improve outcomes, and foster holistic development.
Continuous professional development and access to evidence-based tools are essential for
successful implementation of monitoring practices.
References
1.
The Law of the Republic of Uzbekistan “On Education”.
2.
Grandin, T. (2013).
The Autistic Brain
. Houghton Mifflin Harcourt.
3.
Volkmar, F.R., & Wiesner, L.A. (2009).
A Practical Guide to Autism
. Wiley.
4.
Ministry of Preschool and School Education of Uzbekistan – Special Education
Guidelines.
5.
Lord, C., & Rutter, M. (2012).
Autism Diagnostic Observation Schedule (ADOS)
.
6.
Muminova, G. (2021).
Monitoring System in Special Education
. Tashkent: TSPU Press.
