The use of sensory games and exercises in the education of children with intellectual disabilities

- Трикоз, С. В. (orcid.org/0000-0002-5929-589X) (2020) The use of sensory games and exercises in the education of children with intellectual disabilities Освіта осіб з особливими потребами: шляхи розбудови (16). pp. 328-342. ISSN 2313-4011

Text Збірник_16_2020-328-342.pdf - Published Version Download (548kB)

Abstract

The article describes the actual psychological and pedagogical problems of touch education of preschool children with intellectual disabilities through the formation of perceptual actions. Touch education of preschool children aimed at the development of sensations and perceptions of the child that provides a perceptual knowledge of reality. Sensory development is essential for mental, physical, and aesthetic development of the child and necessary for the improvement of the practical activity, because every action is governed by the senses and is a necessary condition for formation of the child's substantive, productive employment and other activities. Effective means of the formation of the sensory development of preschool children with intellectual disabilities is a system of didactic games and exercises in which children learn sensory patterns and generalized methods for examination of the external properties of objects. The article describes the gradual formation of the sensory development of the child with intellectual disabilities. At the first stage it is important to pay attention to various properties of objects, learn to allocate the specified property, to compare it with what she'd seen/heard had touched; on the second stage it is necessary to organize practical activities of the child, which requires consideration of the properties of an object (e.g., shape, size, color); to learn the names of sensory standards; learning to examine the properties of real objects. Didactic material can conditionally be divided into several groups depending on the nature of the game activity with it. Determined forms of organization of learning which have clearly-effective in nature, and involve the demonstration of educational material and, most importantly, a way of action with it. Describes the main techniques of interaction between a teacher and a child with an intellectual disability, which are used in the process of didactic games and exercises such as joint actions ("hand in hand), follow-up actions, sample actions, verbal instructions. Considering the sequence, special methods and methods of teaching, as well as the peculiarities of perception of children with intellectual development, the use of didactic games and exercises is an effective means of their sensory education.

Downloads

Actions (login required)

View Item