European International Journal of Pedagogics
169
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TYPE
Original Research
PAGE NO.
169-172
DOI
3
OPEN ACCESS
SUBMITED
20 March 2025
ACCEPTED
16 April 2025
PUBLISHED
18 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Organization of Correction
Work with The Help of
Sensormotor Correction
Method
Nazokat Abidova
Associate Professor of the Department of Oligophrenopedagogy, Tashkent
State Pedagogical University, Uzbekistan
Abstract:
This article provides recommendations on the
organization of correction work with children with
autism spectrum disorders using the sensor correction
method. Information is provided about the standards
established in this correction work, the child's age,
practice regimen, training duration, form, level of
effectiveness, and work with the child's parents.
Keywords:
Autism, child, correction work, method,
help, practice regimen, training duration, form, level of
effectiveness.
Introduction:
Classes are held in a specially equipped
room. Performing dynamic exercises of the complex
requires a lot of space, so classes should be held in a
large area (at least 25 sq. M). Well ventilated, because
during the exercises oxygen gas exchange increases
sharply. A moderately hard carpet should lie on the floor
so that during the exercises the child, on the one hand,
does not slip on it, and on the other hand, his div is in
strong motion. This will provide additional massage of
the spine, biologically active points and the whole div.
Perhaps for some exercises you will need large inflatable
balls (it is recommended not to completely pump air
into the ball so that the ball is a little softer). Also,
centrifuges, various mats, tunnels, blankets, ottomans,
balls of different weights and sizes, massagers, hard
brushes and other equipment are used, as well as to
provide a wide range of tactile sensations for the child.
Recommended standards
Child's age
. Classes can be started from 2 years old, but
as a rule, at this age autism spectrum disorders are not
clearly diagnosed, and such children rarely see a
specialist. The optimal (when the greatest effect from
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European International Journal of Pedagogics
the lessons is achieved) is the preschool age from 4 to
6 years. The proposed classes are effective in the
complex of general remedial classes and for primary
school age. They are also useful for adolescents with
RAS, but only due to hormonal changes in the div
during puberty.
Practice mode
. Depending on age and level of
development, the session lasts from 20 to 60 minutes.
The frequency of sessions is 2 times a week. At the
same time, parents are given separate brain exercises
that ensure the systematic and regularity of
correctional work.
Duration and form of the session
. The sessions are
conducted by a specialist for a year. They can be
individual and group, depending on the age and level
of development of children. The set of exercises is
selected individually for the child, and even in group
work, the approximate level of development of the
entire group is taken into account. The speed of
assimilation of the program is individual for each child.
When setting new goals and objectives or to
consolidate the achieved dynamics, the specialist and
the parents decide individually in each case whether it
is necessary to continue or repeat the correction
course.
Indicator of effectiveness
. To take into account the
effectiveness, it is recommended to conduct
diagnostics using the same methodological methods
that were used before the start of correction. In this
regard, it is recommended to use standard methods of
neuropsychological diagnostics for primary and
dynamic assessment. The state of higher mental
functions should be assessed individually for each
child, based on the data of the neuropsychological
examination, as well as the quality of the tasks
performed. At the same time, the high-quality
performance of the exercise by the child, although it
does not have high prognostic significance, should not
be the main criterion for assessment.
A comprehensive assessment of the functioning of
mental functions is required, including at the
behavioral
level.
Therefore,
to
assess
the
effectiveness, it is recommended to use data from a
comprehensive examination of the child, including
data
from
psychological
and
defectological
examinations, a psychiatric examination, and medical
diagnostics (for example, EEG). Since work is often
carried out with young children and children with
severe emotional disorders, a qualitative assessment
of the child's development is also important, which is
difficult to quantify.
Contraindications and limitations.
There are practically no age restrictions on correction,
but the effectiveness of correctional activities naturally
decreases with the age of the child. Correction is
recommended for almost all children diagnosed with
"early childhood autism", regardless of intellectual
disability and speech abilities, since it is primarily aimed
at basic sensorimotor skills. This is especially useful for
children with a low level of emotional regulation and
limited, insufficient.Directive educational resources. It is
not recommended to start working independently with
children with autistic disorders with a reduced threshold
of convulsive readiness, epileptic seizures and forms of
epilepsy, since many exercises aimed at muscles and
general muscle tone can lead to muscle stiffness. If high
intellectual
development
is
accompanied
by
pathological activity of the first degree in the form of
fears, hallucinations and other effective signs, then
work with the sensorimotor correction method is also
not indicated. Thus, the decision to start work on the
sensorimotor correction method should be made in
cooperation with a number of specialists (psychiatrist,
neurologist, psychologist, defectologist, etc.). Classes
can
only
be
conducted
together
with
a
neuropsychologist who has undergone special training
in this practice and can adequately assess the level of
development and condition of the child.
Recommendations for parents.
Correction work requires regularity and consistency and
is carried out in close cooperation with a specialist.
Questions are welcome during the work, because then
the parents will have to do most of the work
independently. Literally, at home. At the same time, the
child's behavior and emotional reactions change, and
each parent faces various difficulties inherent in
children with autism, which require significant energy
and costs from all participants in the process. Therefore,
it is important for parents to assess their resources
before starting work, allocate a certain amount of time
for daily activities and decide who can help them (at
least in the first stages).
The mother's condition and her mood are very
important for classes with the child. After all, children
with autism spectrum disorders have a symbiotic
relationship with her, and they completely depend on
her condition and character. In the classroom, the
mother looks at the child, follows her gaze, smiles at
her, and sooner or later the child with autism smiles at
her, at first - just with pleasure, and then in return. If the
child does not feel well, is afraid or tries to avoid
contact, the defectologist should not be engaged. It is
necessary to listen to the child and start classes when he
is ready for this. Of course, consistency is important
when performing any set of exercises. Classes with the
child in the first stages always require a lot of energy and
require good physical fitness and emotional endurance
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European International Journal of Pedagogics
from the parents. Therefore, parents should not
hesitate to participate in the sessions if they are not
feeling well. It is important that the mother feels calm,
relaxed, and comfortable during the sessions.
His movements should be confident, strong, but at the
same time soft and affectionate.
You should not practice too much for the first time, let
the child get used to it, enter the stereotype of the
lesson. Children at levels 1 and 2 of correction should
be given regular breaks from very strong div
movements, in general, the duration of interaction
should not exceed 30 minutes. The time of classes
increases gradually: first, the basic exercises are
mastered, then, when it is clear that the child does not
get tired, new ones are added. They may differ
depending on the characteristics of each child.
For example: The child should not be forced to do
exercises against his will. Force should not be used to
force the child into this or that position, the time of the
lesson should be convenient for him.
It is very important for parents to make the lesson
interesting: it is advisable to follow the exercises with
interest, sing songs. Give the child maximum attention
during the lesson.
In the final stages, children at the 4th stage of
development add role-playing games to gymnastics
with various characters that appear in the imagination
of the child or parents. It is necessary to allow mothers
to do exercises with the child at this time.
Develop a rhythm of self-confidence and mastering the
complex together with the child, which is comfortable
for them. Each parent-child pair has its own
characteristics. Parents should try to get the most
valuable thing for themselves - physical and emotional
communication with their child - as much as possible.
In his famous book, what to do if your child has brain
damage? After all, the disease affects not only the
child, but also his entire family, in addition, the child's
illness is often (directly or indirectly) a continuation of
the psychological family history for many generations.
In this regard, I would like to quote a paragraph from
the above-
mentioned book: “Once a child with a
developmental disability (not autistic) asked his
mother.
- Mom, why did a misfortune like mine happen in our
family? The mother replied:
- My son, when a child with disabilities is born. Allah
Almighty, after consulting with his assistants, says: “Is
there a good family that can correct a sick child?”...
The proposed lessons help parents develop previously
unclaimed responsibilities, and as a result, good results
are achieved. But the main work is done by feelings:
affection and understanding of what you are doing and
why. A specialist can guide in difficult times, share
experiences, provide necessary information, support,
but it is up to the parents to follow this path.
CONCLUSION
In conclusion, I would like to emphasize once again that
sensorimotor correction is a necessary link in
correctional work with children with autism spectrum
disorders and significantly increases its effectiveness.
The proposed exercises affect the deep parts of the
brain, activating higher structures, which in turn
stimulates the development of mental functions
(movement, speech, spatial perception, memory,
thinking). Sensorimotor correction is aimed at restoring
the ontogenetically determined vector of the formation
of higher mental functions
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