THE ROLE OF SENSORY INTEGRATION IN CORRECTIONAL WORK WITH PRESCHOOL CHILDREN WITH PSYCHOPHYSICAL DEVELOPMENTAL DISORDERS

Abstract

The article presents an analysis of the features of the use of sensory integration as a multifaceted and multifunctional factor in correctional work with preschoolers with disorders of psychophysical development. It is indicated that a violation of sensory integration is a powerful factor in dysontogenesis. The stages of the emergence and use of the concept of sensory integration are revealed through the prism of interdisciplinary connections in science and practice. The study and systematization of sensory disorders in preschoolers with disorders of psychophysical development is complicated by a wide clinical spectrum of sensory dysfunctions, the lack of uniform diagnostic criteria, approaches to assessing the effectiveness of treatment and insufficient awareness of specialists. The main principles of sensory integration are the use of the senses to maintain an optimal level of arousal, as well as changing the environment and tasks to improve the adaptive response. It is indicated that one of the reasons for the emergence of problems in the correction of the mental sphere of children with developmental disabilities is insufficient consideration of the features of the perceptual sphere.The experience of world and domestic special pedagogy has proven that a set of sensory and motor exercises aimed at achieving didactic goals has a positive effect on the general, emotional, speech and social development of a child with psychophysical developmental disabilities. Sensory-integrative therapy involves providing a child with impaired psychophysical development with an appropriate amount and intensity of stimuli (sensory, vestibular, proprioceptive, tactile), which helps stimulate the central nervous system, shaping its activity and improving the functioning of synaptic connections. Sensory development and education are important for the formation of mental functions, in particular for the development of visual, auditory, tactile, kinesthetic, vestibular, taste and olfactory perception, as well as their integration. The main method for forming sensorimotor perception in preschoolers with impaired psychophysical development is practical adjustment and direct interaction with objects. The goal of correctional and rehabilitation classes for the development of sensory integration of preschoolers with impaired psychophysical development in a specially equipped sensory room is outlined.