УДК 378.147:37.017
DOI: https://doi.org/10.59694/ped_sciences.2023.03.239
THEORETICAL AND METHODOLOGICAL BASIS OF THE CORRECTION OF THE SENSORY DEVELOPMENT OF YOUNGER SCHOOL STUDENTS WITH SPECIAL EDUCATIONAL NEEDS 239-245
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ZOROCHKINA Tetiana Sergiivna
Cherkasy National University named after Bohdan Khmelnytskyi
ZOBENKO Nataliia Аnatoliivna
Cherkasy National University named after Bohdan Khmelnytskyi
HONCHARUK Vitalii Volodymyrovych
Pavlo Tychyna Uman State Pedagogical University
Abstract:
The article reveals the theoretical and methodological foundations of the correction of the sensory development of younger schoolchildren with special educational needs. The concepts of «sensory development», «sensation», «perception» are clarified. The peculiarities of the sensory development of children of primary school age are considered, and the types of sensory sensations are characterized. Successful sensory development contributes to the formation of a full-fledged perception of the surrounding reality, serves as the basis of knowledge of the world, the first stage of which is sensory experience. The success of mental, physical, and aesthetic education largely depends on the level of children’s sensory development, since cognition begins with the perception of objects and phenomena of the surrounding world. It was determined that in the conditions of inclusive education, individual remedial classes prevail in accordance with the individual development program of a child with special educational needs drawn up by the support team. The purpose and tasks of correctional and developmental work in primary school are highlighted. Achieving the goal and tasks of correctional and developmental work in elementary school occurs in the process of implementing the following directions: development of residual vision, mental and sensory functions, speech; orientation in space and mobility; social and household orientation; physical therapy, rhythm. Corrective and developmental programs for students of grades 1-4 with visual impairments have been analyzed, which include a significant number of topics and involve the use of exercises that provide direct correction of the sensory development of younger schoolchildren with visual impairments. Correction of sensory development is an integral part of corrective and developmental work with younger schoolchildren with visual impairments. There are no special classes for the correction of sensory development in elementary school, but it is carried out in the course of correctional classes under the programs «Development correction» (correction of the cognitive sphere), «Orientation in space».
Keywords: sensory development, correction of sensory development, younger schoolchildren with special educational needs, inclusive education, children with visual impairments.
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