The use of sensory integration techniques in correctional work with children with special educational needs

Abstract

This article discusses the problem of choosing and justifying sensory integration techniques in correctional work with children with special educational needs (on the example of children with ASD). Having analyzed the psychological and pedagogical literature on this topic, the authors formulated specific techniques focused on working with basic sensory systems (vestibular, tactile, proprioceptive with additional inclusion of hearing, vision, smell, taste), which are the basis for the body’s work and simultaneously participate in the processing of information received from different analyzers of the brain. In sensory integration, it is essential to monitor the child’s development, to look for a technique that will help overcome the problems and difficulties of a particular child. In any case, a useful effect can manifest in an increase in the regulation of behavior, emotions, motor skills, speech, attention, and the level of adaptability. The main goal of effective correctional and developmental work is to improve the communication of the child, the mood for an active perception of reality. Sensory integration is suitable for a child if parents or specialists observe in his development the absence or obvious weakening of motivation for speech communication, impaired concentration, incompleteness of auditory and visual perception, specific features of neuropsychic processes that cause unacceptability to integrate sensory information coming from different sensory organs to obtain a stable picture of the surrounding world. Sensory integration includes a number of advantages that contribute to achieve serious dynamics in the correctional and developmental process.