SENSORY INTEGRATION AS A FACTOR IN FORMING MATHEMATICAL COMPETENCE OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article considers the problem of sensory integration as a key factor in the formation of mathematical competence of children with special educational needs in the context of inclusive education. Modern theoretical approaches to sensory integration are analyzed from the standpoints of neuropsychology, pedagogy and practically-oriented correction, its role in the cognitive organization of sensory information and the formation of structured ideas about quantitative and spatial relations is determined. The mechanisms of the influence of sensory integration on the development of logical, spatial and arithmetic thinking, attention, memory and the ability to establish cause-and-effect relationships are highlighted. The pedagogical conditions for integrating sensory techniques into the teaching process of mathematics, in particular tactile, vestibular, proprioceptive exercises, visual-spatial techniques and integrated sensory-mathematical games, were analyzed. It was found that the systematic implementation of sensory exercises creates the prerequisites for the effective mastery of numerical and geometric concepts, logical operations and computational actions, increases the adaptability and cognitive activity of children with SEN within the framework of an inclusive educational environment. Development of mathematical competence in children with SEN largely depends on the level of coherence of sensory systems, since insufficient integration of visual, auditory, tactile, vestibular and proprioceptive information is manifested in difficulties in mastering the number series, orientation on the plane of the sheet, understanding the structure of the educational task and performing arithmetic and geometric operations. The introduction of sensory-oriented methods into the learning process in an inclusive educational environment ensures the comprehensive development of cognitive, motor and communicative competences, increases the level of selfregulation and the ability to adaptive learning of children with special educational needs.