SENSORY ROUTES AS ONE OF THE INNOVATIVE FORMS OF ORGANIZING SPACE AND ACTIVITIES FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS

Abstract

The article considers the problem of implementing innovative forms of organizing educational space and activities of children with autism spectrum disorders (ASD) in the context of the development of inclusive education in Ukraine. The author focuses on the need to create an accessible, comfortable and at the same time stimulating environment that promotes the development of the cognitive, emotional and social spheres of the child. It is determined that an effective educational environment should take into account the individual sensory profiles of children with autism, ensuring a balance between active and calm zones, control of sound, light, color and tactile stimuli. The theoretical basis of the study is the provisions of sensory integration by A. Jean Ayres, the concept of sensory space by O. Bogdashina, as well as approaches to the organization of the children's environment proposed by R. Sebba and H. Hussein.

The article substantiates the feasibility of using sensory routes as one of the innovative forms of organizing space for children with ASD. Sensory routes are defined as specially designed trajectories of movement that integrate various types of sensory stimulation - tactile, vestibular, proprioceptive, visual, auditory, etc. They create opportunities for the child's active interaction with the environment, contribute to the development of motor skills, coordination, attention, self-regulation and spatial orientation. The author emphasizes that sensory routes can be adapted for various educational institutions and inclusive resource centers, acting as a means of not only correctional, but also preventive influence.

Particular attention is paid to the manifestations of sensory dysfunctions in children with ASD, who may have hypo- or hypersensitivity in various sensory systems - vestibular, proprioceptive, auditory, visual, tactile, olfactory and gustatory. It was found that impaired sensory integration complicates the learning and social adaptation of children, therefore a structured sensory environment is a necessary condition for their development. The article proposes the principles of constructing sensory routes - individualization, predictability, regulation of stimulus intensity, safety, ergonomics and functionality. The author identifies the main components of the route (station): starting, vestibular, proprioceptive, tactile, auditory, visual and relaxation.