Autism spectrum disorders: how children in Mykolaiv are being helped to adapt and develop

Since the start of the full-scale war, the issue of autism spectrum disorders among children has become an increasingly pressing concern. This is due to families relocating from frontline and occupied territories, as well as the constant stress caused by the war, air-raid sirens and explosions.

Today, in Mykolaiv, inclusive education is provided for 590 school pupils and 365 nursery children.

In this article, NikVesti explains how the rehabilitation centre for children with ASD operates in Mykolaiv, what signs may indicate autism, and how inclusive education is organised in the city.

How the LEVCHYK rehabilitation centre operates in Mykolaiv

The LEVCHYK SPECTRUM HUB, a development centre for children with autism spectrum disorders, has been operating in Mykolaiv for over half a year. At the centre, children can receive specialist support free of charge: ABA therapy, sessions with a psychologist and speech therapist, sensory integration, as well as art therapy and music therapy.

The LEVCHYK SPECTRUM HUB, a development centre for children with autism spectrum disorders, has been operating in Mykolaiv for over half a year. Photo: NikVesti

Olha Hliuza, head of the children’s support programme at the Future for Ukraine (FFU) charity, explained that the centre opened in early October 2025. Since then, specialists have conducted over 2,000 sessions with the children.

«When we opened, we started with 20 children, and now we have 38 children attending. So we’ve almost doubled our numbers in that time. Each child has around five sessions a week as per the programme. These are one-to-one sessions, though of course there may be fewer if a child is unwell or there are family circumstances,» says Olha Hliuza.

The centre provides support for children aged between 3 and 12. There are currently over 50 children on the waiting list for the rehabilitation centre. All of them have been diagnosed with autism or associated disorders. They include both local residents and internally displaced persons (IDPs) who have been evacuated to Mykolaiv.

«We’re gradually rotating the children — those who move abroad or whose family circumstances change stop attending the centre. We replace them with those who are waiting and on the waiting list. Or, if we see that we have the opportunity to slightly increase the number of children, as has consistently been the case here,» says Olha Hliuza.

Six specialists work at the centre: four psychologists specialising in ABA therapy, one sensory integration specialist, and a speech and language therapist.

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Antonina, the centre’s administrator in Mykolaiv, explains that more and more people are keen to contact the centre. She says this is also linked to the war in the country and other related factors.

«There is currently a very long queue of parents who want to enrol their children at our centre. Every day we receive calls and people come in to enrol their children for rehabilitation. During the war, demand has increased, as we primarily accept internally displaced persons from Kherson and other cities, as well as children from Mykolaiv,» explains the centre’s administrator.

Children are usually enrolled for a rehabilitation programme lasting up to six months, but it is not necessary to wait that long.

«You don’t have to wait half a year to get into the centre. Generally, we enrol children for a course of up to six months; at the moment, we’ve extended rehabilitation for 23 children to a year. When someone finishes their sessions or leaves, we immediately ring the next families on the waiting list and invite them in. Every family may have their own circumstances — moving house, completing a course or an improvement in the child’s condition. In such cases, we take new children from the waiting list,» says administrator Antonina.

There are plans to hold art therapy sessions for the children in the future. Specialists will lead special dance sessions during which the children will be able to release their emotions, develop their creative abilities and realise their potential. Once the centre has taken on another teacher, it will be able to accept a further eight children for rehabilitation.

The LEVCHYK SPECTRUM HUB development centre for children with autism spectrum disorders in Mykolaiv. Photo: NikVesti

The centre is mainly approached by parents of children with autism spectrum disorders in various forms. Specialists also work with children who have speech and language delays, psychomotor delays and other associated conditions.

«The main focus is, of course, autism in its various forms; this is the autism spectrum. These include children who speak and those who do not; children who can control their emotions and behaviour; and children whose social skills are not developed at all — they are withdrawn, do not communicate and have constant tantrums. In addition to autism, there are associated disorders such as speech delay or psychomotor development delay. There is also sensory alalia — this is when a child deviates from typical development,» explains Olha Hliuza.

The centre mainly conducts one-to-one sessions with each child. At the same time, to develop social skills, specialists organise pair sessions for children who are already able to communicate with one another and are ready to work in pairs. These are usually children aged six or seven who are preparing for school and have a higher-functioning form of autism. During these sessions, they learn to interact with one another, ask for help and complete tasks together.

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What parents say about their children’s progress during rehabilitation

Yuliia Bakun, a visitor to the centre, explains that a year and a half ago she realised her son needed specialist help. At that time, the boy could barely say any words.

«About a year and a half had passed, and whilst his peers had already started speaking, my son still wasn’t saying a single word. I contacted the centre back when news first appeared in the media that such a facility was planned to open. Unfortunately, the waiting list was very long, so we’ve only just been able to get a place, after the first cohort of children had graduated,» says Yuliia Bakun.

Yuliia Bakun, a visitor to the centre. Photo: NikVesti

She says it was difficult to find specialists in Mykolaiv, as there are few centres in the city that provide this kind of support.

«Unfortunately, there aren’t many specialist centres of this kind in Mykolaiv. As residents of Lisky and the Zavodskyi district, we travel here because I’m prepared to cross the whole city – these sessions are vital for my child,» the mother explains.

She added that during the sessions, her child responded well to the specialists, who were able to find the right approach to her.

«Even when my child wasn’t in the mood, they encouraged her, and she went to the sessions with great enthusiasm. Now my child is starting to speak, and the specialists are helping by giving advice on speech. This is important for every child’s development. ‘I can see the results — they’re small, but they’re there,» says Yuliia Bakun.

Tetiana Popova brings her grandson to the centre. They first came to the centre in October, and after just two months of sessions, the family noticed progress in the child.

«At first, the sessions were a bit of a struggle for him, because there were new people and a new place. But then, over time, things got better and better, and now he loves coming here to see all the specialists — the psychologist, the speech therapist and for his rehabilitation sessions. Progress became apparent after about a month and a half; changes were already noticeable. He enjoys all the sessions at this centre; he goes there happily — he practically runs here,» the woman says, sharing her feelings.

A child during a session at the LEVCHYK rehabilitation centre in Mykolaiv. Photo: NikVesti

What signs might indicate autism spectrum disorders

Psychologists explain that autism spectrum disorders can manifest in various ways. Among the early signs are avoiding eye contact, a weak emotional response to close family members, a reluctance to interact with other children, and sensitivity to loud noises and physical touch.

«The first thing that catches the eye is repetitive movements. For example, a child may frequently wave their arms, spin round and round, or repeat the same action over and over again whilst playing. They may spend a long time spinning a toy train in a circle or lining up objects in a row. If this order is disrupted, the child becomes anxious, because it is important to them that everything remains in its place,» explains psychologist Anastasiia Hetmantseva.

Another characteristic may be difficulty in interacting with peers. Some children avoid contact with others on the playground and also react strongly to sounds due to heightened sensitivity.

«If we hear a sound and perceive it as normal, for a child with autism it may be too loud and unpleasant. Such children also often avoid eye contact,» says the psychologist.

Children with autism spectrum disorders may also have heightened sensitivity to touch. Because of this, they may find it difficult to accept hugs or physical contact. Furthermore, many children are fussy eaters and have a tendency towards rituals. For example, they may insist on taking the same route to nursery or the shop. The appearance of a meal, its shape or its ingredients can be just as important to them. Any changes can sometimes cause discomfort and distress.

«These children pay less attention to their mum. Many of them do not react as emotionally to her arrival as other children usually do. They may not smile or show any joy when they see her. This is also one of the first signs to look out for,» added Anastasiia Hetmantseva.

Anastasiia Hetmantseva, an ABA therapy specialist and psychologist. Photo: NikVesti

Another common sign may be delayed speech development or a complete lack of speech. Speech therapist Nataliia Velcheva runs remedial sessions for children with autism spectrum disorders. She explained that she works with both children who can speak and those who cannot.

«Not everyone can sit through the full 40 minutes of our session. If a child lies down or sits down, I can sit next to them, lie down, or sing, but the session goes ahead regardless. The child may not even realise it’s a session, but we work through play,» explains Nataliia Velcheva.

According to the specialist, an individual programme of sessions is drawn up for each child, so the time it takes to see the first results can vary significantly.

«The results can vary greatly. For some, they appear after two months, for others after a month, and sometimes even sooner. Sometimes certain sounds start to emerge after just a few sessions. But usually, the first results can be seen after about a month,» says the speech therapist.

Children with ASD at school: how to avoid misunderstandings and bullying

It is important to explain more to children and adults about children with autism spectrum disorders and other special educational needs. Schools should carry out awareness-raising activities so that peers can better understand the behaviour of such children. Specialised books, cartoons and other educational materials can help with this.

«The number of children with special educational needs is growing every year, so we must take this into account and explain the situation, carrying out awareness-raising work amongst other children and adults. It is important to understand that the child is not being naughty and is not ill-mannered. These are characteristics of how they perceive the world, their psychological development and how their brain works,» explains psychologist Anastasiia Hetmantseva.

Experts also advise parents to set specific rehabilitation goals for their child. After all, it is the parents who know their child’s needs best and can help specialists identify the priority areas for work.

For some children, the main focus is on developing speech and communication with those around them. For others, it is about overcoming echolalia, where a child repeats the words or questions of the person they are talking to instead of responding independently. Some children need to develop their fine motor skills, whilst others need to work on their social skills. That is why programmes are always tailored individually, taking into account the child’s needs and the family’s requests.

«You have to learn to live with this; you have to accept it. You need to love, respect and support your child. We always start by building an atmosphere of trust for both parents and children. When a child trusts the specialists, and the parents trust the specialists, then the child opens up and we can start working with them,» added Anastasiia Hetmantseva.

A child during a session at the LEVCHYK rehabilitation centre in Mykolaiv. Photo: NikVesti, Kirill Vitvitsky

According to the psychologist, rehabilitation is a gradual process. Through small steps, the specialists help the child develop skills that will enable them to socialise better, interact with other people and feel more confident. One of the main aims of this work is to improve the quality of life for the child and their family.

Inclusive education in Mykolaiv: how children with ASD are enrolled in schools and nurseries

In Mykolaiv, children with special educational needs, including those with autism spectrum disorders, can attend mainstream schools and nurseries under an inclusive model, or special classes and specialised educational institutions.

To enrol a child, parents or legal guardians must submit an application to the educational institution and a report from the Inclusive Resource Centre (IRC), which contains recommendations regarding the necessary learning conditions.

On the basis of these documents, the headteacher establishes an inclusive class or group and organises teaching in accordance with the child’s needs. The Department of Education emphasises that an inclusive class or group must be established if a child requires support levels two to five.

According to Hanna Lychko, Head of the Education Department at Mykolaiv City Council, parents can choose an educational institution that is able to organise inclusive education and provide a safe and accessible environment for their child.

Children with autism spectrum disorders can study in inclusive classes at mainstream schools, in inclusive or special groups at nursery schools, in special classes, or at special schools.

«The choice of educational institution and form of education is made by the child’s parents or legal guardians, taking into account the assessment of the inclusive resource centre and the child’s best interests,» the Education Department notes.

Inclusive education is currently organised in 52 schools and 38 nurseries in Mykolaiv. At the same time, where necessary and provided the required documentation is in place, inclusive education can be organised in virtually any educational institution in the city, with the exception of special schools.

In addition, five schools in the city have special classes for children with special educational needs, whilst 42 nurseries have special groups for children with speech, intellectual and complex developmental disorders.

As of today, inclusive education in Mykolaiv is organised for 590 school pupils and 365 nursery children with special educational needs.

«In Mykolaiv, there has been an increase in the number of children undergoing comprehensive psychological and educational development assessments, including children with autism spectrum disorders, which indicates a growing need to develop inclusive education and expand the network of relevant services,» says Hanna Lychko.

Hanna Lychko, Head of the Education Department at Mykolaiv City Council. Archive photo: NikVesti

The educational process for such children is supported by teaching assistants, practical psychologists, speech and language therapists, special needs teachers and other specialists. At the same time, the Department of Education notes that staffing remains a pressing issue, particularly with regard to recruiting specialists in narrow fields.

Why the problem has become more pressing during the war and how to address it

During the war, the need to work with children with autism spectrum disorders and associated conditions is only increasing. According to Olga Hlyuza, stress caused by air raid alerts, explosions, relocations and other consequences of the war often leads to children losing previously acquired skills and requiring additional support from specialists.

«Unfortunately, this is a very pressing issue at the moment. War does not cause autism, but it significantly exacerbates its symptoms. Even children who are actively supported by their parents and specialists may lose skills due to constant stress. A child may withdraw into themselves, become less active, or lose speech or other skills that had already been acquired,» says Olha Hliuza, head of the children’s support programme at the Future for Ukraine charity.

At the same time, the Education Department of Mykolaiv City Council notes that the development of inclusive education remains one of its key priorities.

Educational institutions face a number of challenges, including a shortage of specialist staff, the need for further training for teachers, improvements to facilities and equipment, and the creation of a barrier-free learning environment.

To develop inclusive education in the city, they are continuing to expand the network of inclusive classes and groups in schools and nurseries, collaborating with inclusive resource centres, organising professional development for teachers, and working to improve learning conditions for children with special educational needs.

«We can see that the number of children requiring inclusive education and specialist support is gradually increasing. It is therefore important not only to expand the network of educational services, but also to create an accessible and comfortable environment for every child,» the Department of Education notes.

Rehabilitation sessions at the LEVCHYK centre in Mykolaiv. Photo: NikVesti

Consequently, autism spectrum disorders among children have become more noticeable and pressing in the context of full-scale war. Constant stress, air raid alerts, explosions and relocations can affect children’s well-being, exacerbate the symptoms of these disorders or lead to the loss of skills they have already acquired. This is precisely why specialists emphasise the importance of early intervention, ongoing work with the child and their family, and access to specialists.

In Mykolaiv, opportunities for inclusive education are gradually being expanded; inclusive classes and groups are in operation, and specific projects for children with autism spectrum disorders are being implemented by the Department of Social Protection, the Education Department and civil society organisations. At the same time, the city lacks a separate, comprehensive, targeted programme that would systematically provide support for such children and their families.

Consequently, the current efforts appear more like a collection of individual initiatives rather than a consistent municipal policy. Given the growing need for such services, the city authorities would do well to adopt a comprehensive approach to this issue: to assess the actual number of children in need of support, identify the responsible implementing bodies, secure funding, strengthen staffing levels and ensure that support is available beyond the scope of individual projects.