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14ANALYSIS OF THE EFFECTIVENESS OF THE APPLICATION OF SENSORY INTEGRATION IN SYSTEMIC WORK AIMED AT REGULATING THE BEHAVIOR
OF CHILDREN WITH HEARING IMPAIRMENTS
1 2 Babayan L.A. , Sharoyan N.A.
1Babayan Lusine Artashesovna - Candidate of Pedagogical Sciences, Lecturer, DEPARTMENT OF SPECIAL PEDAGOGY AND PSYCHOLOGY CANDIDATE OF PEDAGOGICAL SCIENCES; 2Sharoyan Nune Armenakovna - Master's degree Student,
DIRECTION: SPECIAL PSYCHOLOGY, FACULTY OF SPECIAL AND INCLUSIVE EDUCATION, ARMENIAN STATE PEDAGOGICAL UNIVERSITY NAMED AFTER KHACHATUR ABOVYAN, YEREVAN, REPUBLIC OF ARMENIA
Abstract: the article presents the justification of the effectiveness of using sensory integration in systemic work aimed at regulating the behavior of children with hearing impairment.
The paper presents the justification of the effectiveness of the application of sensory integration in systemic work aimed at regulating the behavior of children with hearing impairment in the Republic of Armenia. Keywords: children with hearing impairment, behavior, sensory integration.
It is known that the use of emotional integration is used in various activities with children, as the latter are an effective means of regulating behavior and developing mental processes. In the life of children with hearing impairments, in the process of learning, this emotional integration is of great importance, as it is an effective means of regulating behavior and developing mental processes.
The actuality of the research is determined by the fact that multinational development approaches and methods are not used in the work aimed at regulating the behavior of children with hearing impairments. Therefore, the study of the application of sensory integration in the work on the regulation of the behavior of children with hearing impairment, the development and coordination of means, methods and conditions for the development of the child's is relevant and of practical importance.
The aim of the work is to develop means of sensory integration in the work aimed at regulating the behavior of children with hearing impairments, to clarify the conditions for its application.
According to the main goal of the research developed by us, there is a need to solve the following problems:
1. To study the role and significance of using sensory integration in the activities aimed at regulating the behavior of children with hearing impairments,
2. Explore the importance of sensory integration tools in regulating the behavior of children with hearing impairments,
3. Choose and develop sensory exercises that will allow to create favorable conditions in the process of regulating the behavior of children with hearing impairment substantiate the effectiveness through experimentation.
For several months, we have been conducting research at the "Special Educational Complex for Children with Happy Hearing" SNCO to use sensory integration in the process of regulating the behavior of children with hearing impairment, to reveal their role and significance. Our study involved 15 children aged 7-15 who had other problems associated with profound hearing impairment (mental development, mobility, autism spectrum disorders, etc.).
In the initial phase of the study, we looked at the behavior of all the children surveyed, in the classroom, as well as how they struggled with different activities. We talked to teachers, educators, parents of children. We have collected the anamnesis of the children.
Work schedules are planned for each child:
• Sensory diet,
• Diet.
To overcome the emotional problems of each child, we performed the following tasks:
• Finger painting,
• jump on the trampoline,
• Crawl and climb,
• Step on uneven, unstable surfaces,
• Lift weight and move,
• Works with materials with different composition (kinetic sand, plasticine, clay),
• Body compression and massage,
• Puzzles, legos,
• Labyrinth, tunnel other similar games,
• Ball games.
Sensory diet is a specially selected set of physical exercises performed in a specially selected place (for example, a sensory room), which aims to give each child the necessary level of sensory stimuli. At the end of the work the child becomes attentive, acquires new communication skills with peers, the behavior is regulated. In carrying out this work, we have considered and taking into account:
• How does the child respond to different exercises? And how does he / she choose the emotional stimulus?
• What your child likes in the first lesson may not be in the next,
• Responding to an emotional stimulus depends on a number of factors: how well the child sleeps, what he eats?
While working, we have analyzed in detail how the chosen activity will affect the child.
When working with this method, we have taken into account the child's preferences, used fascinating and attractive emotional games.
For these children, the sensory diet has become part of their lifestyle. We had created a visible whiteboard that helped the child get through it all. As difficult as the work is, it is difficult to carry out, but it should be noted that the sensory diet allowed the children to:
• Learn to adequately accept new signals from the outside of the world, be patient, and give the right response to incoming reactions,
• Develop the child's attention and cognitive activity,
• Limit sensory pursuits and Emotional behavior - self-stimulation.
• To regulate the child's behavior, mood swings, to become more stress-resistant.
We have also performed sensory exercises aimed at regulating the behavior of children with hearing impairments. The selected job types and their analysis is presented below.
During the "throwing a sandbag on target" exercise, children had to sit on a detailed ball, throwing a 200g pad into a box, ring, or specialist 1 m away. In the preliminary round, we counted how many of the 10 experiments each child successfully completed without training. The children had difficulty sitting down on the gymnastic ball, keeping their balance, making targeted throws (average successful 3.6 attempts).
Table 1. Analysis of Exercise Indicators "Throwing a Sandball on a Target
№ Children Indicator
Preliminary rating Final rating Improvement
n1 n2 n2- n1
1 E. N 0 3 3
2 J.S 4 10 6
3 S.P 4 7 3
4 N. P 0 2 2
5 A.A 0 1 1
6 M.G 0 2 2
7 D.P 4 7 3
8 S.G 1 10 9
9 A.M 1 4 3
10 E. H 2 7 5
11 D.H 1 5 4
12 A.P 2 6 4
13 SH. M 2 6 4
14 H. A 1 4 3
15 P.E 1 3 2
The arithmetic average 1,5 5,1 3,6 times
Due to the fact that the exercise requires a number of activities at the same time - balance, targeted benefits, eye-hand coordination, eye contact with the specialist, proper posture, as well as the ability to obey the rules, wait, focus, it began to be performed separately. During the exercise, the principle of passing from simple to complex was
observed. At first, we worked standing up, gradually increasing the throwing distance of the target, and with children who had hypersensitivity, the work was done with a sensory ball.
Weightlifting ankle pads were also used to make the child feel better about their own body, which helped to focus the child. After the stimulation phase in the children after the actual exercise, we performed an analysis of the indicators (Table 1). As can be seen from the table, the indicators of the participants in the table have significantly increased, the desire for participation and the manifestations of behavior management have improved. The children's balance and coordination had developed. The results of the study showed that due to the work done, the children's performance improved by an average of 3.6 times. However, one of the children, the A.A., did not make significant progress due to the child's absence. In AA, new conditional bonds are formed slowly and require multiple repetitions. As a result of his absence, he lost the skills he had acquired because they were not reinforced. At the beginning of the study, the child could not throw the pillow to the right target, and after training he was able to throw only 10 out of 10 times.
"Pre-training". The child imitates a specialist in sensual clothes. The specialist demonstrates various exercises (applause, jumps, wrist rotations, etc.) on a simple to complex basis. On the back of the clothes there is a solid hypersensitivity stimulant, which affects the concentration. Exercise promotes tactile hypersensitivity, small and large motor skills. It takes time to get acquainted with sensual clothes, because inside the clothes (front and back) there are materials of different density and rigidity. In order for children not to show resistance or negative reactions, it is necessary to gradually increase both the stimulants and the time of wearing. By wearing the clothes, the children improved their performance indicators by 3.9 times (Table 2).
Table 2. Analysis of Pre-Exercise Indicators "Pre-training"
№ Children Indicator
Preliminary rating Final rating Improvement
n1 n2 n2- n1
1 E. N 1 4 3
2 J.S 2 9 7
3 S.P 3 8 5
4 N. P 0 2 2
5 A.A 0 1 1
6 M.G 0 1 1
7 D.P 3 7 5
8 S.Gh 3 10 7
9 A.M 1 6 5
10 E. H 4 8 4
11 D.H 2 6 4
12 A.P 3 7 4
13 Sh. M. 3 7 4
14 H. A 2 6 4
15 P.E 1 4 3
The arithmetic average 1,9 5,7 3,9 times
Thus, the analysis of the results of the sensory work performed revealed that the sensory integration exercises developed by us contribute to the regulation of the behavior of children with hearing impairments. Organized work on a sensory diet for each child with hearing impairment, allowed to meet their basic needs, that is, to feel their own body, regulate balance, stimulate tactile-proprioceptive systems, developing new skills that allowed them to learn to properly accept, adapt to the outside of the world. As a result, children develop new skills, such as patience, the ability to wait, improved concentration, increased cognitive activity, the child's behavior is regulated, as he / she acquires new skills of communication with peers.
The presented direction of the work aimed at regulating the behavior of children with hearing impairments is aimed at increasing the interest activity of children, regulating the behavior, which in its own way will contribute to ensure effective learning in school.
References
1. Aires E.J. "Child and sensory integration. Understanding the Hidden Problems of Development" / E. Gene Ayres; [trans. from Julia Dare]. M.: Terevinf, 2009.
2. Kisling U. Sensory integration in dialogue / U. Kisling. M.: Terevinf, 2011. 240 p.
3. NishchevaN.V. Sensorimotor development of preschool children. SPb.: DETSVO-PRESS, 2011. 128 s.
