Background Autism spectrum disorder (ASD) is a complex developmental range of conditions that involves difficulties with social interaction and restricted/repetitive behaviors. Unfortunately, health care providers often experience difficulties in diagnosis and management of individuals with ASD, and may have no knowledge about possible ways to overcome barriers in ASD patient interactions in healthcare settings. At the same time, the provision of appropriate medical services can have positive effects on habilitative progress, functional outcome, life expectancy and quality of life for individuals with ASD. Methods This online survey research study evaluated the awareness and experience of students/residents (n = 247) and physicians (n = 100) in the medical management of children with ASD. It also gathered the views and experiences of caregivers to children with ASD (n = 158), all based in Russia. Results We have established that the Russian medical community has limited ASD knowledge among providers, and have suggested possible reasons for this. Based on results from online surveys completed by students/residents, non-psychiatric physicians, and caregivers of children diagnosed with ASD, the main problems pertaining to medical management of individuals with ASD were identified. Possible problem solving solutions within medical practice were proposed. Conclusions The results from this study should be considered when implementing measures to improve healthcare practices, and when developing models for effective medical management, due to start not only in Russia but also in a number of other countries.

This research is devoted to the study of the effectiveness of realization of psychological and pedagogical conditions of preschool education of children with autism, which may contribute to an increase in its accessibility and quality. The purpose of this article is to assess the compliance of the quality of preschool education for children with autism with the current needs of society in relation to children of preschool age with autism spectrum disorders and families raising such children. Using a comparative analysis of scientific studies devoted to the issues of modern characteristics of the "autism" phenomenon, effectiveness of modern technologies and models of complex support for children with autism, as well as quantitative and qualitative assessment of the quality of preschool education of children with autism, we were able to identify difficulties in organizing educational conditions that take into account special educational needs of preschoolers with autism spectrum disorders and contribute to their effective and comprehensive support in terms of educational organization and successful socialization. As a result of the research, the authors created a model of education for preschoolers with autism which includes the system of early assistance to families raising children with autism, traditional and variable forms of their education, and teaching techniques. 1. Introduction

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This article presents structural and functional model of support of preschoolers with autism spectrum disorders in a consortium of scientific and educational organizations, which includes the main directions of its implementation in the Republic of Tatarstan. We have described its characteristics, key components and presented promising objectives for its implementation. The model we developed includes structural units represented by Institutes and Scientific Centers, kindergarten and a resource center of Kazan Federal University. This will allow to achieve the implementation of the following directions: conducting fundamental and applied scientific research in the field of studying and correcting autism spectrum disorders; methodological, expert and informational support of various activities of organizations helping people with ASD in the Republic of Tatarstan; creating special conditions for preschool education, correction of developmental disorders and successful socialization of children with autism; preparing students with autism to switch to inclusive education in general education groups; providing affordable and high-quality education environment for preschoolers with autism when moving from one educational level to another; generalization and distribution of modern technologies of education and training of children with ASD. 1. Introduction

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