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

Abstract

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.

Introduction

Autism spectrum disorders (ASD) represent a significant and complex problem in modern society, requiring an integrated approach and fundamental research. Research in various areas is important for understanding, diagnosing, and supporting children with ASD. Studying pedagogical approaches is essential as it aids in developing individual educational plans tailored for children with ASD. Furthermore, understanding the psychological aspects of ASD contributes to the creation of effective programs designed to enhance social, communication, and adaptive skills. Medical research plays an important role in comprehending the biological aspects of ASD, which in turn improves diagnosis and treatment. Additionally, investigating social aspects is fundamental in creating an inclusive educational and social environment. Finally, research in this direction will develop support programs for families raising children with ASD.

In Kazakhstan, the number of children with ASD is steadily growing, but the problem has been little studied, and there are practically no separate works devoted to the training of teachers. Not only is the educational and methodological side important, but also the staffing of the correctional and pedagogical process. It is necessary to study the issue of training specialists capable of working with children of this category. The development of comprehensive support for people with autism and other mental disorders is determined by international legal acts and requires the creation of a comfortable and friendly living environment, ensuring the availability and quality of services in education, medicine, and social protection.

The novelty of the study, covering pedagogical, psychological, medical and social aspects of supporting children with ASD, is that it provides a holistic understanding of the current situation and identifies the main problems and needs in this area, aimed at developing individual educational plans that take into account the unique characteristics and needs of children with ASD, developing more accurate methods for diagnosing ASD, helping to improve early detection and treatment of this disorder, and creating a more inclusive and supportive social environment.

In Europe, data from national health registries have estimated the prevalence of ASD in France, Denmark, Finland, and Iceland.[1,2] Such registries rely on data available across the life course through universal health systems and are highly representative of local populations.[3] Studies in other countries have also used administrative databases available through public hospitals,[4] insurance companies,[5] or educational systems.[6,7] As students enter the education system, school districts and educators face challenges in meeting the academic needs of students with ASD. Thus, modern education professionals in all schools are likely to work with students with ASD. Teachers in both general education and special education settings must be trained in evidence-based practices, feel confident, and intend to use evidence-based practices when teaching students with ASD.[8] Challenges in teacher preparation are known to exist.[9,10] Several problem areas are discussed, including the current teacher shortage and attrition among special education teachers, non-categorical versus categorical teacher preparation and the impact of each on teacher readiness, under-enrollment and the depth of most autism education models, the inconsistencies in theoretical orientation that may negatively impact teacher preparation, and the challenges that may arise. At the same time, teachers interact with parents, but it does not always work out smoothly and professionally, so recommendations are made to improve staff training for teachers of children with ASD, including training in specialized skills, training in multiple approaches, training of staff from different disciplines, training of paraprofessionals and instructors at home, training parents, providing technical assistance and support to teachers, and providing leadership and funding for the promotion and development of preparation staff in SDA. The age of children with ASD has been and continues to be studied for a long time.[11,12,13,14] At the same time, the positive results of structured special education for children with autism have long been recognized.[15] Students with ASD are increasingly educated alongside typically developing peers in mainstream educational settings. These students have disabilities that may hinder their success in an inclusive school setting and require individualized support to improve outcomes. And for this, they need either other conditions suitable for them, or highly qualified specialists.[16]

In Europe, national health registries make it possible to accurately estimate the lifetime prevalence of ASD. Other countries also use administrative databases for this purpose. In the education system, students with ASD require specialized support, which is due to the insufficient training of teachers and the need for an individual approach. Research on age and structured special education for children with autism shows their effectiveness. Including these students in inclusive educational settings requires highly qualified professionals and suitable conditions to improve their outcomes.

Materials and Methods

Study design and setting

The paper discusses important aspects of training and organizing support for working with children with ASD in the Republic of Kazakhstan. To successfully implement these tasks, several key measures and tasks are proposed in a conceptual framework and interventions to support children with ASD, which provide a comprehensive outline of various measures aimed at supporting these children, along with their peculiarities and expected results. The creation of specialized educational programs involves developing and implementing programs that cater to the specific needs of children with ASD. This individualized approach uses effective teaching methods to improve the quality of education for these children by adapting curricula to their unique characteristics. Training of specialists focuses on equipping teachers, pedagogues, psychologists, and other professionals with specific methods and strategies for working with children with ASD. This also includes developing skills for effective interaction and support, which enhances staff qualifications and improves the quality of interaction with children with ASD and their families. Inclusive education aims to develop programs that allow children with ASD to study in general classes and interact with peers while receiving specialized support. This approach promotes social integration, enhances communication skills, and increases tolerance in society. The creation of support centers involves establishing specialized facilities where children with ASD and their families can receive necessary medical, psychological, and educational assistance. This comprehensive support facilitates access to essential services for families. Ensuring access to therapeutic services guarantees that children with ASD can access various therapies, including speech, psychotherapy, physical therapy, and other supports. This measure aims to improve the health and development of children with ASD, enhancing their ability to adapt. Partnerships with organizations and experts encourage collaboration with non-profit organizations, experts, and parent communities to share experiences, resources, and support. This collaboration strengthens resources and knowledge for more effective work with children with ASD and expands the support network. Raising public awareness through educational campaigns and events increases public understanding of ASD and reduces stigma. This measure aims to increase awareness and acceptance of children with ASD in society, reducing discrimination and stigmatization. Finally, monitoring and evaluation involve regularly assessing the effectiveness of programs and interventions for children with ASD. This continuous monitoring allows for adjustments and improvements to the approaches, ensuring the quality of support programs is consistently enhanced and adapted to changing needs.

The study focuses on several key elements essential to understanding the landscape of education and training for specialists working with children with ASD in the region. Firstly, it identifies critical challenges such as insufficient qualifications among specialists, the absence of specialized educational programs, limited access to modern teaching methodologies and technologies, and a deficiency in interdisciplinary collaboration. Secondly, it conducts an in-depth analysis of current training programs, comparing their content against international standards and evaluating the practical training provided to specialists. Thirdly, the study examines existing educational programs offered by pedagogical universities and medical institutions, assessing their alignment with the specific requirements for effectively supporting children with ASD. Studying the challenges of training personnel to work with children with ASD in Kazakhstan is an important step towards enhancing the quality of educational and therapeutic services, improving specialists’ qualifications, and providing better support for children with ASD and their families. A comprehensive study on this issue was conducted across various institutions and organizations in Kazakhstan, incorporating a wide range of practices and conditions. Clearly defined timelines and schedules for the study facilitated effective data collection, monitoring, and subsequent analysis, ultimately leading to the development and implementation of effective recommendations for improving the training system.

Study participants and sampling

The study included various groups to provide a comprehensive understanding of the challenges and needs of children with ASD in Kazakhstan. First, children with ASD of different age groups from various regions of Kazakhstan were included to account for the different degrees of severity of the disorder. Second, teachers and specialists working with children with ASD, such as speech therapists, defectologists, and psychologists, were involved. These professionals from educational and rehabilitation centers play an important role in the education and development of children with ASD.

Medical specialists, including pediatricians, psychiatrists, and neurologists, who are involved in the diagnosis and treatment of children with ASD, formed another key group of participants. Their expertise provided insights into the medical approaches and challenges faced in managing ASD. Additionally, social workers, who provide support to families raising children with ASD, were included. These social service workers assist in the adaptation and integration of children with ASD into society. Finally, parents and legal representatives of children with ASD were integral to the study. Their involvement was important for obtaining information about home conditions, challenges, and the needs of families with children with ASD. This diverse and inclusive approach ensured that the study captured a holistic view of the ASD landscape in Kazakhstan.

Data collection tool and technique

The study utilized a stratified random sampling method to ensure the representativeness of each key participant group. The sampling was conducted according to the following strata: age groups of children with ASD, geographic distribution of participants, and professional groups, including teachers, medical, and social workers. This approach was designed to capture the diversity within each category, ensuring a well-rounded understanding of the issues faced by children with ASD and their support networks.

Sample size

The total number of participants was determined based on statistical requirements to ensure the validity and reliability of the results. The sample included representatives from all key groups to provide a comprehensive view of the problems and needs of children with ASD and their families in Kazakhstan. This thorough inclusion criterion aimed to gather diverse insights and accurate data for effective analysis.

Geographic distribution

Participants were selected from different regions of Kazakhstan to account for regional differences in access to medical and educational services. The sample included both urban and rural settlements to reflect variations in living conditions and resource availability. This geographic spread helped in understanding how location influences the experiences and needs of children with ASD and their families.

Professional distribution

The sample included teachers, medical, and social workers from various institutions and organizations to incorporate different professional perspectives and experiences. Professionals from both public and private institutions were included to reflect the diversity of approaches and resources available. This professional distribution ensured that the study captured a wide range of viewpoints, contributing to a holistic understanding of the support systems for children with ASD in Kazakhstan.

Ethical consideration

In the study focusing on training personnel to work with children with ASD in the Republic of Kazakhstan, ethical considerations were rigorously addressed to ensure the protection of participants’ rights and adherence to ethical standards.

Firstly, informed consent was a critical aspect of the study. All participants, or their legal representatives, were comprehensively informed about the study’s purpose, methods, potential risks, and benefits. Participants provided written consent, which included explicit information about their voluntary participation and their right to withdraw from the study at any time without facing any negative consequences. Secondly, confidentiality and anonymity were strictly maintained throughout the research. Personal data of participants was safeguarded, and their confidentiality was preserved at every stage. Study results were presented in a generalized format, ensuring that individual participants could not be identified, thereby upholding their anonymity. Thirdly, participation in the study was entirely voluntary. No participant was coerced or pressured to take part, and everyone had the freedom to withdraw from the study at any point without needing to provide a reason. Additionally, the study took special care to address the interests of vulnerable groups, particularly children with ASD. It was conducted with consideration for their specific needs and conditions, ensuring that their participation and that of their families were handled in a comfortable and supportive manner. Finally, ethical approval was obtained from an ethics committee, ensuring that all research procedures adhered to both international and national ethical standards.

Research conditions

The study on training personnel to work with children with ASD in Kazakhstan was meticulously organized to ensure comprehensive and effective results. It was conducted across various regions, including major cities such as Astana, Almaty, Shymkent, Karaganda, and Aktobe. Participants included teachers, pedagogues, psychologists, medical workers, social workers, and representatives from educational and medical institutions. The recruitment period took place in 2023, involving the dissemination of information through educational and medical institutions, professional associations, and social networks. Registration campaigns were conducted to inform and enlist potential participants. Data collection occurred in 2024, utilizing methods such as questionnaires, interviews, and document analysis.

The study was carried out in diverse venues. Educational institutions, including schools and specialized educational facilities, were analyzed for curricula and involved interviews with both teachers and students. In medical institutions, such as clinics and support centers for children with ASD, interviews with medical workers were conducted, and existing methods of working with children were analyzed. Pediatric departments and early intervention centers provided data on current diagnostic and therapeutic practices. Furthermore, social and non-profit organizations, including those specifically working with children with ASD, were engaged through interviews and experience sharing with their representatives. Parent communities and support groups were also involved to gather feedback and suggestions from parents of children with ASD. This comprehensive approach enabled the development and implementation of effective recommendations for improving the training system. According to the DSM-5, the diagnostic criteria for ASD are multifaceted and detailed. The first criterion involves persistent deficits in social communication and social interaction. This includes deficits in social-emotional reciprocity, where individuals struggle with back-and-forth communication and understanding others’ emotions. Additionally, there are deficits in nonverbal communicative behavior, such as difficulties with eye contact, facial expressions, and gestures. Furthermore, individuals with ASD often have deficits in the development, maintenance, and understanding of relationships, finding it challenging to make friends or engage in imaginative play with peers.

The second criterion is characterized by restricted, repetitive patterns of behavior, interests, or activities. This includes stereotyped or repetitive motor movements, use of objects, or speech. Individuals with ASD often exhibit a strong adherence to routines and an inflexibility to changes. They may have highly limited, fixed interests that are abnormal in intensity or focus. Moreover, there is often hyper- or hypo-reactivity to sensory stimuli, or an unusual interest in sensory aspects of the environment, such as excessive smelling or touching of objects. The third criterion specifies that symptoms must be present in early childhood. While symptoms must be evident early on, they may only become fully apparent when social demands exceed the child’s limited capacities. Importantly, these symptoms must significantly limit and interfere with the child’s daily functioning, affecting their ability to perform everyday tasks and engage in typical developmental activities. The definition and clear designation of variables, as well as the use of diagnostic criteria, provide a structured and systematic approach to research, allowing us to obtain reliable and valid data that contributes to the development and implementation of effective specialist training programs and improved support for children with ASD in Kazakhstan. Quantitative variables in this study were processed using standard statistical methods, including standardization, normalization, outlier detection, and treatment of missing data. The use of groupings helped to identify patterns and conduct in-depth analysis, contributing to a more accurate assessment and understanding of the problems of training personnel to work with children with ASD in Kazakhstan.

In this study, we employed several key statistical methods to ensure a comprehensive analysis of the data. The primary statistical techniques used include descriptive statistics, correlation analysis, and regression analysis. Descriptive statistics were utilized to summarize and describe the main features of the data, including means, medians, standard deviations, and percentiles. These metrics helped in understanding participant demographics, skill levels, and resource availability. Correlation analysis involved calculating correlation coefficients, such as Pearson and Spearman coefficients, to identify relationships between various variables. For instance, we examined the connection between the level of training of specialists and the quality of services provided to children with ASD. Regression analysis was employed to assess the impact of different factors on the outcome variables. We used multiple linear regression and logistic regression techniques to determine how predictors, such as the quality of specialist training and the effectiveness of educational programs, influenced the results. Additionally, we controlled for potential confounding variables, such as socioeconomic status and regional differences, to ensure the accuracy of our findings. Our approach included controlling for confounding variables, analyzing subgroups and interactions, handling missing data, considering the sampling strategy, and conducting sensitivity analyses. These efforts contributed to a thorough understanding of the challenges and issues related to training personnel to work with children with ASD in Kazakhstan.

Results

The results of the study highlight the need for a systematic approach to training personnel to work with children with ASD. This includes the development of specialized educational programs at the undergraduate and graduate levels, as well as advanced training programs for practicing specialists.

Effective work with children with ASD requires interdisciplinary interaction between teachers, health workers, and social specialists. This will allow developing comprehensive strategies and support programs that take into account all aspects of the lives and development of children with ASD. When developing educational and social programs, it is necessary to take into account regional differences and needs. This will help ensure equal access to quality services for children with ASD in all regions of Kazakhstan.

The importance of early diagnosis and intervention in working with children with ASD was emphasized by specialists. It is necessary to improve early detection and diagnosis systems, as well as increase the availability of specialized medical centers and resources. Support for families raising children with ASD is a key element of effective work. It is necessary to develop psychological assistance and social adaptation programs to help families cope with challenges and improve the quality of life of children with ASD. The results of the study confirm the need for a systemic and interdisciplinary approach to training personnel to work with children with ASD. Taking into account regional characteristics, early diagnosis, interdisciplinary interaction, and family support are key elements of an effective strategy. Implementation of these recommendations will help improve the quality of life of children with ASD and their families, as well as increase the effectiveness and sustainability of the social and educational system in Kazakhstan.

Discussion

This study conducts a comprehensive analysis of the challenges and training requirements for professionals working with children diagnosed with ASD in Kazakhstan. Based on the gathered data and thorough examination, several key conclusions can be drawn. Firstly, there is a notable deficiency in qualifications and specialized education among the majority of specialists, which adversely impacts the quality of care and services provided to children with ASD. Secondly, due to the diverse needs and characteristics of children with ASD, there is a critical necessity for professionals to be trained in employing individualized techniques and approaches. Thirdly, educational and medical institutions face significant challenges due to inadequate resources and systemic support, hindering the effective implementation of programs and methodologies tailored to children with ASD.

The primary objective of this study was to identify shortcomings within the personnel training system and propose strategies to address them. Additionally, the study aimed to evaluate the current proficiency levels of specialists and pinpoint areas requiring further training. In interpreting the findings, it is essential to consider the diversity of analytical methods employed: utilizing various statistical approaches ensured a thorough and precise depiction of the situation. However, caution is advised in interpretation due to the potential for false-positive results stemming from multiple testing. The outcomes of this research align with findings from comparable studies conducted globally. The lack of specialized training among professionals is a prevalent issue internationally, underscoring the universal need for enhanced specialist qualifications. Similarly, the emphasis on individualized approaches echoes findings from other studies highlighting the importance of personalized methods in addressing the needs of children with ASD. Moreover, the identified shortage of resources and systemic support resonates with challenges reported in various international contexts, reinforcing the imperative.

The external validity (generalizability) of a study’s findings determines the extent to which the findings can be applied to other contexts or groups outside the study sample. In this study, aimed at assessing the challenges of training staff to work with children with ASD in Kazakhstan, it is important to consider factors that influence the generalizability of the results. If the sample is large enough and includes representatives from different regions, types of institutions (educational, medical), and professional levels, the results are more likely to be generalizable. Additionally, using random or stratified sampling methods enhances the validity of the results by reducing the likelihood of systematic selection error.

The socio-economic and cultural characteristics of Kazakhstan, which have unique conditions, can influence the training of specialists and work with children with ASD. Thus, the study’s results may be particularly relevant to countries with similar conditions. Furthermore, comparing these results with data from similar studies in other countries helps assess generalizability. If similar problems and needs are observed internationally, it supports the broader applicability of the findings. If the analysis methods and measurement tools are standard and widely accepted in international practice, the generalizability of the results is enhanced. Moreover, the measured variables, both quantitative and qualitative, should be relevant and applicable in various contexts to ensure the external validity of the study. The study findings underscore critical areas necessitating reform in Kazakhstan’s training system for professionals working with children diagnosed with ASD. Key conclusions include a pressing need for specialized educational programs to elevate the proficiency of specialists. There is a necessity for increased training opportunities and resources to enhance the effectiveness of specialists. The significance of adopting individualized approaches tailored to each child’s unique needs is also highlighted. Additionally, there is an urgent need for attention and enhancement of systemic support and infrastructure. Positive outcomes from additional training underscore the importance of ongoing professional development. Finally, the implementation of national standards and protocols is very important for enhancing the overall quality of services provided.

Compliance with ethical principles and standards during research will ensure that the rights and well-being of participants are protected and that reliable and meaningful results are achieved. Autism, as a disorder, is characterized by a pronounced deficit in social interaction and communication, a narrow range of interests, and stereotyping of behavioral actions, which manifest themselves to varying degrees at an early age. Since treatments for autism have not yet been discovered by science, the only possible steps are to create suitable conditions for children with ASD. These children have special needs both in life and education. The challenges of training personnel to work with children with ASD in Kazakhstan have distinctive characteristics. It is important to note that these issues may vary by country and depend on numerous factors. Here are some of them:

1. Lack of Educational Programs and Methods: The insufficiency of educational programs for training teachers capable of working effectively with children suffering from ASD. Existing educational programs for professional training in 17 universities of the Republic of Kazakhstan in Special Pedagogy have long been focused on children with sensory and intellectual disabilities: deaf pedagogy, typhlopedagogy, speech therapy, oligophrenopedagogy, etc. Mental disorders are considered within the framework of general special pedagogy (defectology), so there is a need for specialization within, which is focused on a certain category of children, such as those with autism.

2. Lack of Trained Specialists: The lack of professionals with the skills and knowledge to work with children with ASD may hinder access to quality care and education for this category of children. Therefore, now in the Republic of Kazakhstan, there is a serious shortage of specialized personnel capable of effectively interacting with children with mental disorders. It is necessary to expand the activities of the organization as the National Scientific and Practical Center for the Development of Special and Inclusive Education, PF “Bolashak” and “AsylMiras,” in terms of continuous training and certification of specialists. Today, this deficit is estimated at approximately 64%. This means that only a small proportion of professionals have the necessary knowledge and skills to work with this vulnerable group of people. The number of special teachers of special educational organizations in the Republic of Kazakhstan is presented in Figure 1.

Figure 1.

Number of special teachers of special organizations of education in Kazakhstan. Source: https://special-edu.kz

At the study’s moment, 9,715 teachers work in special educational organizations. However, it is worth noting that among them, there are very few specialized teachers, including psychologists. Their share is only 25.1% of the total number of teachers, which is 2,438 people. The age composition of teachers in special educational organizations of the Republic of Kazakhstan is presented in Figures 2 and 3. These data will help to assess the age distribution among teaching staff in this area.

Figure 2.

Total number of teachers of special organizations of education in Kazakhstan, by age. Source: https://special-edu.kz

Figure 3.

Age composition of teachers by special organizations of education in Kazakhstan. Source: https://special-edu.kz

The share of teachers aged 46–58 years is 32%, compared with young teachers (9%), the difference is 23%. These workforce shortages can lead to a number of problems, including a lack of attention to the needs of people with special educational needs, limited access to quality educational services and support, and a lack of understanding and support from the wider community. To overcome this problem, it is necessary to develop and implement new educational programs and training courses, as well as stimulate interest in working with persons with special educational needs among students and professionals. In addition, it is important to create conditions for teachers’ professional growth and development in this area by providing appropriate training, education, and practice. It is also necessary to promote collaboration between educational institutions, public authorities, non-profit organizations, and professionals to ensure more effective interaction with persons with special educational needs and create a more inclusive educational environment.[17,18,19]

Lack of public awareness. Lack of public information and education about ASD can create misunderstandings and a lack of support for children with ASD, which in turn creates difficulties in organizing inclusive education and interaction. Lack of adequate information and education may contribute to the spread of negative stereotypes and bias towards children with ASD.

Financial Restrictions. Training specialists and creating specialized programs requires financial resources, which may be limited. In the course of analyzing data on funding for children with special educational needs and children with disabilities in the Republic of Kazakhstan, which includes autistic children, specific areas were identified where there is a noticeably high number of such children. This is mainly due to the unfavorable environmental situation associated with the intensive development of industry in various regions of the country shown in Figure 4.

Figure 4.

Amount of funding for children with disabilities (mln tenge). Source: www.stat.gov.kz

Lack of coordination and cooperation. Lack of coordination between different agencies, organizations, and professionals may hinder a comprehensive approach to working with children with ASD. To overcome these problems, it is important to develop and implement special educational programs for training, provide access to quality techniques and equipment, conduct information campaigns to raise public awareness, and promote cooperation between government agencies, educational institutions, non-profit organizations, and experts in the field. Special educational organizations working with children with ASD are of great importance. The number of special educational organizations of the Republic of Kazakhstan in the regional aspect in 2022 is presented in Figure 5 (https://special-edu.kz).

Figure 5.

Number of special educational organizations in Kazakhstan, by region, 2022

The presented data indicate the uneven development of special educational institutions. According to the WHO, worldwide, 1 child out of 160 children has ASD. There are no accurate statistics on the number of children with ASD in Kazakhstan. According to the Ministry of Education, over 4 years, the number of identified cases of ASD in Kazakh children increased 2.3 times: in 2017, 3,820; in 2021, 8,796. According to the Republican Scientific and Practical Center for Mental Health, as of December 31, 2021, there are 4,887 patients with ASD under dynamic observation, and over seven years, the number of children with autism has increased fivefold: in 2015, 228; in 2021, 1184. Given the increase in incidence, the need to create infrastructure for children with ASD and other mental disorders increases every year. Today, in the Republic of Kazakhstan, more than 175,082 children with special educational needs are registered, of which 8,796 are with autism (5% of the total number of children with special educational needs). The number of children registered with a diagnosis of ASD has almost doubled over the past five years, as presented in Figure 6.

Figure 6.

Children with autism identified, Republic of Kazakhstan, 2018–2022

According to statistics, the number of children with autism at an early age in Kazakhstan is 1052 children, preschool children (from 3 to 5 years old) are 4331 children, and children from 6 to 18 years old, 6704 children. If we consider the situation in the Karaganda region, it should be noted that the largest number of children who have been diagnosed with ASD disorders are children aged 3–5 years and 6–10 years (Table 1, according to Karaganda Regional Psychological, Medical and Pedagogical Consultation).

Table 1.

Statistics on Children with Communication and Social Interaction Disorders (Autism), Karaganda Region, as of January 1, 2023

Categories of Children	Child’s Age (Years)					Total
	0–3	3–5	6–10	11–15	16–18	0–18
With communication and social interaction disorders (autism)	31	198	316	89	4	638

Figure 7 shows the dynamics of indicators for children with communication and social interaction disorders (autism) in the Karaganda region for 2018–2022. The need to develop comprehensive support for persons with autism and other mental disorders is determined by the provisions of the Universal Declaration of Human Rights, the Convention on the Rights of the Child, the Convention on the Rights of Persons with Disabilities, in terms of creating a comfortable and friendly environment for life, ensuring accessibility and quality of services in the field of education, medicine, social protection of the population and children with developmental disabilities.[20,21] As systems and models of assistance to children with ASD develop in different countries around the world, the problem of organizing lifelong education for autistic people becomes increasingly urgent.[22,23]

Figure 7.

Changes in statistics related to children with autism, Karaganda region, 2018–2022. Source: KSU “Karaganda Regional Psychological, Medical and Pedagogical Consultation”

As can be seen from the data presented in Figure 8, the number of children with communication and social interaction disorders (autism) in the Karaganda region increases every year, so the author made a forecast using mathematical modeling and forecasting methods to identify the growth of autistic children to develop further educational training programs at the bachelor’s and master’s levels and advanced training for practicing specialists.

Figure 8.

Forecast values of investments in construction, 2023–2025. Source: Calculated by authors

Table 2 presents the output of a simple linear regression analysis, showing a strong positive linear relationship between the independent variable (X) and dependent variable (Y), with a correlation coefficient (R) of 0.983863 and R-square value of 0.967986, indicating that about 97% of the variance in Y is explained by X. The analysis is based on five observations, and the coefficients suggest that for every one-unit increase in X, Y increases by approximately 97.6 units, with a statistically significant P value of 0.0024.

Table 2.

Output of Results

Regression Statistics
Multiple R		0.983863
R 2		0.967986
Normal R2		0.957315
Standard Error		32.40576
Observations		5
Analysis of Variance		df	SS	MS		F	Significance F
Regression		1	95257.6	95257.6		90.7101	0.002454795
Remainder		3	3150.4	1050.133333
Total			4	98408
Coefficients		Standard Error	t-Statistic	P	Min 95%	Max 95%	Min 95.0%	Max 95.0%
Y-confluence	–196692	20700.16	–9.5019	0.0024	–262569.147	–130815	–26256	–13081
X 1	97.6	10.2476	9.52418	0.0024	64.9875589	130.212	64.987	130.21

Source: Calculated by authors

Factors that influence the increase (recognition) of the number of children with autism are the following:

• With improved diagnostic methods and a higher level of awareness among doctors and healthcare professionals, cases of autism that may previously have been underestimated or unrecognized can be identified and diagnosed;

• Increasing awareness among parents, teachers, and medical professionals about the signs of autism can help more accurately identify children with this disorder;

• Increased media coverage of autism and public discussion of this topic may increase the awareness of parents and professionals, which in turn may lead to a higher diagnosis of cases;

• Improving the availability of specialized medical services and rehabilitation programs for children with autism can contribute to more accurate and timely diagnosis;

• The increase in the number of children with autism itself may be the result of changes in the environment, such as environmental factors, nutrition, or other influences, although these factors require further research.

Overall, the increase in the number of children with autism in the Karaganda region may be the result of a combination of factors, including more accurate diagnosis, increased awareness, and more accessible services. Currently, it is difficult to predict the transformation and development of assistance to persons with autism outside the education system, but the fullest use of its modern capabilities is obviously relevant. At a minimum, at levels from preschool to basic general, and further through pre-vocational training to the level of vocational education. Therefore, staffing is necessary and important in ensuring the organization of education for children with autism.

Research into ASD covers a wide range of issues, from diagnosis and medical care to social inclusion and family support. In modern conditions of globalization and the development of international relations in the field of healthcare and social support, Kazakhstan can take advantage of global experience to optimize its strategies.

• Based on health policy criteria and international experience, Kazakhstan can develop and implement strategies aimed at improving the quality of life of children with ASD and their families, as follows: Genetic and neurobiological studies:

• Modern research in the field of genetics and neurobiology, conducted in the USA, Great Britain, and Japan, is aimed at identifying the biological basis of ASD. These studies allow us to better understand the mechanisms of the development of disorders and develop more accurate methods of diagnosis and treatment.

• Application of the results of these studies in Kazakhstan can contribute to the development of personalized approaches to the diagnosis and treatment of ASD.

Social and behavioral research:

• Research conducted in Canada and Australia shows that social and behavioral interventions aimed at teaching interaction skills and emotional regulation can significantly improve the quality of life of children with ASD and their families; the introduction of such interventions in Kazakhstan can help children with ASD better adapt to society and develop the necessary skills for this.

Assessing the effectiveness of support programs: Studies in the Netherlands and Germany show that regular assessment of the effectiveness of support and intervention programs allows them to be optimized and improve outcomes for children with ASD; the introduction of evaluation systems in Kazakhstan will improve the quality of support programs and make them more effective.

These strategies include educational support, psychological support, medical diagnosis and treatment, social inclusion, family support, and staffing. Successful implementation of such strategies requires coordination between various departments and organizations, as well as active cooperation with the international community.

Limitations

The study addressing the training gaps for ASD specialists in Kazakhstan presents several limitations. Firstly, the sample is limited to specific regions, which may not provide a comprehensive representation of the situation across the entire country. This geographic restriction could affect the generalizability of the findings. Secondly, the analysis is constrained by a lack of robust statistical data and resources on ASD within Kazakhstan, potentially impacting the accuracy and completeness of the results. Additionally, the study employs a variety of methods for diagnosing and assessing ASD, which may introduce variability in the results and affect the consistency of the findings. The short-term nature of the study further limits its ability to capture long-term trends and the enduring impacts of the training and intervention programs. Finally, limited resources, including insufficient funding and infrastructure, may hinder the effective implementation of the proposed recommendations and the development of support programs.

Recommendations

To address these limitations and enhance the study’s impact, several recommendations are proposed. Expanding the sample to include a broader geographic and demographic range will provide more representative data and improve the generalizability of the findings. Developing and implementing comprehensive data collection systems will help gather more accurate and complete information on ASD, which is important for future research. Standardizing the methods used for diagnosing and assessing ASD can reduce variability and increase the reliability of results. Long-term studies should be conducted to track changes over time and evaluate the effectiveness of educational and medical programs. Securing adequate funding and infrastructural support is essential for the successful training of specialists and the implementation of support programs. Additionally, creating specialized educational programs for the training and retraining of teachers, healthcare workers, and social specialists will enhance their skills in managing ASD. Finally, incorporating advanced international practices and experiences in the field of ASD diagnosis, treatment, and support will further improve local approaches and outcomes.

Conclusion

ASD is a spectrum, and children with the same diagnosis can differ radically in their characteristics, skills, and abilities. Different children have different educational needs, and these can only be met based on their individuality. Therefore, the most important component of pedagogical intervention is its individuality, that is, “adjustment” to a person’s characteristics to help him achieve maximum progress. To do this, specialists themselves working with children and families must fully possess the necessary competencies and a variety of tools to organize a successful integrated approach in their work with people with ASD.

In Kazakhstan, there is an alarming increase in the number of children with ASD, which emphasizes the need for an in-depth study of early diagnosis, psychological and pedagogical correction, medical support, and socialization of children with these disorders. This requires an integrated approach, including the coordination of the efforts of various departments and organizations. Based on health policy criteria, it is possible to develop effective strategies aimed at improving the quality of life of children with ASD and their families, in particular: investing in medical research aimed at early diagnosis and development of effective treatments for ASD; ensuring access to qualified medical care and specialized services for children with ASD; supporting the emotional well-being of children and their families through counseling and therapeutic services. Studying the problems of training personnel to work with children with ASD will help identify existing problems, develop effective educational programs, improve the process of professional training of special teachers, and provide better support for children with ASD in the Republic of Kazakhstan. Here are a few measures that can be taken to achieve this goal: Development of new educational programs for professional training, focused on narrow specializations at the undergraduate and graduate levels in the direction of 019—Special Pedagogy. Training and retraining of practicing specialists as part of advanced training. Training of teachers, pedagogues, psychologists, and other specialists working with children with ASD in specific methods, as well as training in effective interaction and support skills. Development of inclusive education, allowing children with ASD to study in general education classes, giving them the opportunity to interact with peers and gain the opportunity for full socialization. Partnerships with health care providers and clinical psychology experts to provide resources and support regarding the clinical picture of ASD.

Foresight studies of the labor market in the Republic of Kazakhstan indicate the need for new professions. Accordingly, the task of universities is to update and expand the areas of training of special teachers, taking into account the types of educational organizations and the nature of activities, according to the position held in special (correctional) and general education organizations. Involving practical psychologists and medical workers in the development and implementation of educational programs will contribute to the formation of students’ competencies in organizing the correctional and pedagogical process with children of specific categories, such as ASD.

Thus, based on the analysis of the growth in the number of children with ASD, the issues of training personnel to work with them, meeting the demands of society, and the state will become more acute and require immediate solutions. The increasing need for professional specialists indicates an update in the content and approach of professional training for future and practicing specialists. The content of educational programs should be focused on developing the following competencies: have the skills to use psychological, medical screening tests and diagnostic measures with children at an early age; know advanced technologies and techniques used in the correctional pedagogical process; skills of analysis and evaluation of the effectiveness of foreign correctional techniques and technologies; be able to test and implement the results of advanced world experiences, taking into account adaptation and modification; be able to timely recognize the ineffectiveness of certain methods that cannot contribute to obtaining the desired results due to inconsistency of the conditions of application or the characteristics of the education system in the Republic of Kazakhstan; conduct research and develop your own methods; be able to organize the process of learning and socialization of children with ASD; be interested in the full implementation of the rights of children with ASD to accessible and quality education; have a sufficient level of empathy and stress resistance.

Author contributions

All proposed the topic of this research and designed the study, and collected the data. All the authors contributed to the preparation of the final draft of the manuscript was reviewed and revised critically for intellectual content, as well as drafting and revising the final manuscript. All authors approved the final version of this manuscript.

Ethical approval

This study was approved by the ethical permissions issued by Karaganda Buckton University can be identified by the number register (AR19678524).

Conflict of interest

There are no conflicts of interest.

Data availability

The authors strive for maximum transparency and accessibility of data so that the research results can be used to improve the quality of life of children with ASD and their families, as well as to develop scientific and educational approaches in this area.

Funding Statement

Nil.