The purpose of our research is to identify the effective tools for early Speech therapy intervention in working with children with Autism Spectrum Disorder (ASD) in order to provide their speech forming and development by using confinable methods. Besides, the purpose includes the thesis about high effectivity of systematic complex approach in case of work with ASD. Current research is based on theoretical materials from professional literature and on 14 years of own personal speech therapy professional experience. It is concluded that methods used in the speech therapy work with ASD children are effective in application, but as a result of the individual approach of the child's speech and communication, their combination at the appropriate stage of development provides a higher result. According to the World Health Organization’s (WHO) report (April 2017), every 160th child in the world has ASD. According to our ten-year (2007-2017) research in Armenia, there was a fivefold increase in the number of children diagnosed with ASD (Kharatyan & Hovyan, 2019). This sharp increase makes the interpretation of effective approaches to speech therapy intervention in children with ASD even more important. We emphasize the development of established methods and means of early speech intervention in the work with ASD, the development of a systemic approach and the introduction of conditions that will facilitate their early speech therapy intervention.

Scientific indication chains with practical knowledge to prepare professionals to work effectively with children with speech disorders and their families. The importance of scientific evidence from around the world on speech disorders, assessment, analysis, diagnosis and intervention and its acquarance with practical knowledge to prepare speech therapists to work with children and their families is obvious and crucial. The significance of this issue becomes more valuable when changes and reforms are taking place within the educational system in the country - something that has happened in Armenia and still requires research and adjustments in the field.  The following study is guided by the contemporary framework that directs the successful assessment of speech disorders in children: World Helth Organization’s International Classification of Functioning Disability and Health - Children and Youth (ICF-CY) (2007). The article provides comprehensive, legislative, practical and clinical information for modeling speech therapy assessment within the scope of new reforms taken place in the country.

The aim of this study was to investigate the participation problems in school activities of the learners with special educational needs in order to establish the possible ways of Occupational Therapy intervention in school settings in Armenia. In total 111 learners with special educational needs were observed and their participation in educational and non-educational activities was assessed using the "Occupational Therapy School Skills Assessment'' tool. Since the educational environment considered being crucial for the learners’ participation, the school environment was observed to determine the features facilitating or burdening their involvement in all kinds of school activities. Quantitative research methodology was used to outline and summarize the participation problems of learners with special educational needs for establishing the possible ways of Occupational Therapy intervention. The results of this study highlighted that in the inclusive school in Armenia the learners with special educational needs still had participation restriction and their involvement in educational and non-educational activities was limited due to lack of individual skills and abilities, as well as not adapted environmental conditions. Learners with physical dysfunctions (62%) experienced mobility problems and had significant difficulties performing self-care activities, about 65% were not able to take part in outdoor events, permanent support and assistance were required. For the learners with autistic spectrum disorder (50%) communication with peers and staff members was still challenging and participation in the educational process was not effective.

The purpose of this study is to present the peculiarities of speech therapy intervention with children with dyslalia and to analyze the specific patterns of Armenian speaking children sound pronunciation and speech perception, speech therapy conditions for overcoming speech problems, the relevance of teaching methods in the process of formation of pronunciation functions, which will contribute to the improvement of dyslalia under the application of appropriate methodic. The methods of studying and analyzing the leading pedagogical experience of the teachers and speech therapists has been investigated within the frame of this research pedagogues and teachers, as well as the methods of psycho-pedagogical research: observation, conversation, inquiry were used. Different types of dyslalia, peculiarities of the speech therapy process, the rules of professional practice through the way of presentation and analysis of private cases, has been observed and analyzed, for exact determination of the direction and extent of speech therapy intervention in accordance with preventive interventions. Scientific justification of the appropriate methodological requirements, tools, and techniques used in the process of overcoming speech disorders of Armenian-speaking children is more effective if the speech therapy prevention techniques are used on early stages, as well as the methods of correcting dyslalia in accordance with the rules of Native language teaching enable effective speech therapy work in general education. This kind of systematic approach enables accounting the unique regularities of the Native language (in this case, the Armenian language); identify, evaluate, and coordinate sound pronancation disorders of mainstream school students; to implement the process of ontervention for overcoming speech problems of children with speech disorders.