РАЗВИТИЕ ПОЛИМОДАЛЬНОГО ВОСПРИЯТИЯ ДЕТЕЙ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ В УСЛОВИЯХ ИНКЛЮЗИИ

Abstract

Introduction: The search for ways to improve the effectiveness of correctional work in the context of inclusion through the development of polymodal perception is relevant in special psychology and pedagogy. Most often, inclusive education covers students with severe speech disorders (SSD) and mental retardation (MR). The disadvantages of the polymodal perception in these categories of children are noted by various researchers, whose recommendations relate mainly to differentiated special education. The paper aims to analyze and generalize scientific ideas about the problem of developing polymodal perception in 6-11-year-old children with SSD and MR and offer adequate approaches to solving it in terms of inclusion. Materials and methods: The research relies on scientific publications made by the author as well as the studies by other scientists covering experimental studies of the sensory-perceptual sphere of a person in various age ranges. General scientific and comparative-historical methods were used to fulfill the objectives set. Results of the study: The negative characteristics of the individual structure of polymodal perception in children with disabilities with preserved intelligence of senior preschool and primary school age, which were identified in various studies, are analyzed and generalized. The findings reveal a general pattern, which lies in the fact that students with SSD and MR in an age range of 6-11 years often show shortcomings of polymodal (joint, interconnected) perception, despite conventionally healthy visual, auditory, and tactile-kinesthetic (sensory-motor) analyzers, when medical and other individual examinations do not find significant pathologies in their functioning. These shortcomings cause inadequate processing of received information and reduce the quality of the educational process. A multisensory method of providing educational information is proposed, which most fully implements the principle of maximum reliance on polymodal afferentations, which facilitates the perception of program content and at the same time contributes to its improvement in children with disabilities. The paper shows the possibilities of using this method in the inclusive educational process. Conclusion: This paper can be useful to special psychologists, speech therapists, speech pathologists, and other teachers who work with children of senior preschool and primary school age with SSD and MR. Keywords: Polymodal perception, severe speech disorders (SSD), mental retardation (MR), multisensory method of information delivery, systemic speech disorders, speech therapy conclusion.