Abstract
The article reveals the relevance of sensory development in children of primary and secondary school age. Attention is focused on the theoretical aspects of sensory integration dysfunction and the basic provisions of recommended corrective work for schoolchildren with learning difficulties at school and sensory integration dysfunction at the same time are determined.
The purpose of the article is to reveal the main features of the development of the sensory system in children aged 7–12 and their connection with the difficulties of children’s learning at school, to describe practical recommendations for corrective work.
Methods. The research was conducted at the Center for Practical Neuropsychology (Odessa) on schoolchildren aged 7–12. To assess neuropsychological factors, the classical battery of neuropsychological tests by O. R. Luria was used, and to assess the level of sensory development, the questionnaire on the problems of sensory information processing in children by K. Kranowitz was used.
Results of the study. According to the results of the questionnaire, it was found that 51 children (62%) had a violation of the information processing process, namely: violation of sensory modulation – 34%; violation of the ability to distinguish sensations – 21%; movement disorders – 60%.
It was important that the results of the neuropsychological examination revealed that the majority of the subjects had insufficient development of the kinetic, kinesthetic and optical-spatial factors of movement organization.
Taking into account the results of the examination and the main directions of work of scientists and specialists in sensory integration, we determined the basic provisions of the recommended corrective work for schoolchildren with learning difficulties at school and sensory integration dysfunction at the same time.
Conclusion. Systematic purposeful work on sensory integration of schoolchildren has a significant positive impact on the development of all higher mental functions, thereby improving the organization of all types of children’s activities, academic success and behavior.
The study showed that the theory and practice of world and domestic specialists in sensory integration helps to understand, explain and draw up a further correction program for children with learning difficulties at school and sensory integration dysfunction at the same time. This material can be used to understand how a child can compensatorily use various sensory stimuli to improve the level of attention, reduce the impact of stress, increase self-control and learning productivity.
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