Sensory-integrative approach in the development of the cognitive activity of the preschool children in the conditions of the inclusive education

Abstract

In the article the peculiarities of the development of the cognitive activity of the preschool children in the conditions of the inclusive education are discussed. The results of the previous scientific researches are shown, in which the meaning of the sensory integration for the development of children with special educational needs is justified. The influence of the sensory integration on the development of the cognitive activity of the preschool children through the creation of the common system approach, which contains the enriched pedagogical environment in the conditions of the inclusive education is studied.