The article summarizes the long-term experience of developing and testing a model of lifelong education for children with autism of the teaching staff in the State Educational Institution School No. 755 “Regional Center for Autism” in St. Petersburg. The key conceptual meanings of continuity of education are analyzed in relation to the context of working with autistic children. The basic educational principles of children with autism spectrum disorders are revealed. Methodological guidelines for the effective solution of educational problems in the conditions of the modern school are proposed. It describes the main components of the model of continuous education for children with autism, the principles, key processes and conditions necessary for its successful functioning.