According to data from Germany, Japan, the USA and Switzerland, early childhood autism occurs on average in 12 cases per 10,000 children. This statistics is the main reason that special attention needs to be paid to the rehabilitation of various forms of childhood autism. Specialists from different countries are working to find new and optimize old training programs. A number of educational programs are also being adapted, such as Montessori, Waldorf, T. Peters, and new correctional pedagogical methods are being developed for children with autism. In the absence of correctional work, in 70% of cases of early childhood autism, profound disability occurs. Corrective work should be carried out by a group of specialists. This group should include psychiatrists, neurologists, psychologists, speech therapists, educators, and music workers. Their main task is to restore the main areas of the child’s activity, namely: speech, cognitive, motor and emotional. There are different methods for correcting autism. The first stage of correctional work will be the adaptation of a child with autism to new conditions. During this period, the levels of development of basic psychological functions, knowledge, and skills are determined. In accordance with these data, an individual program is being developed for correctional work with a child with autism. First, restorative therapy is used, which is aimed at developing motor skills and speech, since they are the main means of communication. In the first stages of correctional work, a lot of time is devoted to massage. It will help make finger movements clearer, bring muscle tone closer to normal and improve the ability to carry out more complex movements and actions. Further correctional work is carried out for eye-manual integration, the ability to follow the object. Next, specialists should work on the gestures of a child with autism. First you need to practice the pointing gesture. This stage of correctional work, associated with the manipulation of objects, develops tactile, muscular, visual and auditory perception in children, establishes connections between different types of movements and actions, and also helps the baby in the perception of objects. To consolidate eye-manual integration, it is advisable to conduct special outdoor games with the fingers and toes. The next stage of correctional work is the development of gnosis and praxis using the visual-motor complex. This is necessary for understanding objects and their characteristics. When a child with autism can independently identify and name individual objects, you can move on to constructing these same objects from parts. Children with autism have difficulty perceiving real objects through their flat image. Therefore, first you need to show pictures of objects with unfilled contours, then in the same color scheme. You can also cut a flat image of an object and put it together with a child with autism in the desired sequence. Drawing, modeling and applique classes will be useful. They will help a child suffering from autism to consolidate images of objects in memory and develop fine motor skills and speech. Speech development can be started by manipulating a toy. Next, you need to ensure that the child with autism pronounces the word he hears. To do this, the word is divided into syllables, which are repeated many times and ultimately merge into one whole. Vocabulary must be expanded gradually. It is also necessary to gradually move from simple to abstract concepts, complicating sentences. At this point, individual lessons end and are replaced by classes in small groups, where correctional work is carried out with children suffering from autism at all levels of rehabilitation (speech therapists, speech pathologists, psychiatrists and others).