The article reveals the pedagogical possibilities of dialogical communication as an effective means of socialization of primary school students with autism spectrum disorders (ASD).

Children with ASD value peer relationships and participation in social activities, but they experience low levels of social integration and are at increased risk of isolation and misunderstanding from typically developing peers.

The aim of the study: to study and develop approaches to solving the problems faced by primary school students with autism spectrum disorders in dialogical communication.

Research sample: 120 primary school children aged 7–9 years with diagnosed emotional-volitional disorders, as well as their parents.

Research methods: participant observation; teachers’ reports, questionnaires; interviews with parents; Checklist for creating the pedagogical potential of correctional fairy tales.

Results of the study: the theoretical and methodological foundations for studying dialogue as a form of subjective interaction, as well as the features of communicative development in children with ASD, were analyzed;the conditions and means of pedagogical support aimed at developing dialogic skills and forming social competencies have been substantiated; a comprehensive intervention program has been developed and implemented, including scientifically based teaching methods that promote social communication and dialogic interaction

Practical significance: emphasis is placed on the use of elements of folk fairy tales as a tool for emotional and verbal inclusion in dialogue, which improves the communication skills of primary school children with ASD, which affects their socialization and further integration into society.