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| 1 | The study was preceded by the following interpretation of the problem. For children with autism spectrum disorders (ASD), verbal language is either not a means of communication or is not the preferred language of communication, but other languages (visual, mathematics or music) perform this function, so the task of mastering verbal language is similar to mastering mathematics or music by children who do not have inclinations and abilities for them. A study was conducted on the use of methods implemented in work with children in some cities of Belarus and Russia. The aim of the study was to organize the methods at three levels: a characterization of speech disorders, effectiveness of methods for diagnosing speech disorders, a combination of methods for increasing the educational potential of children with ASD. The first level of organization was based on the analysis of heterogeneous conclusions of psychological and semiotic theories that concern the production and perception of speech. The result was the establishment of the main communicative deficits caused by the difficulty for children with ASD to recognize the context of a communicative situation. The authors assessed this conclusion as the basis for the relevance of combining the contextual and semiotic approaches to their study (the semiotic approach was implemented in the conceptual version of “semiotic diagnostics”). The second level of ordering was carried out when assessing the effectiveness of diagnostic methods, which is presented in the article in tabular forms (1.1–1.2). The results of the undertaken ordering were the identification of the main attitudes in the organization of the educational environment for children with ASD: “communicative development”, “social integration” and “cognitive formation”. The relationship and interdependence of these areas allowed for another ordering of the methods (the result is presented in the article in tables 2.1–2.3). Conclusions are made about the deficiencies in the organization of the educational environment for children with ASD and, consequently, about the need to replenish these deficiencies. This replenishment is possible based on the application of the methodology of visual semiotics, and specifically the procedures of “semiotic diagnostics”, which will allow (1) broader use of visualizations in correctional practice; (2) flexible application of methods, since each child with ASD is unique; (3) implementation of “pedagogical bioethics” initiatives relevant to the uniqueness of such children. Keywords: children with autism spectrum disorders, educational potential, communication skills, semantic-pragmatic speech disorder, social interaction | 65 | ||||