Strategies of sensory education as the basis of the pedagogical design of the educator of the inclusive group

Abstract

The article is devoted to the problem of sensory education of children
in the conditions of inclusive education and the role of the educator as
the leader of this pedagogical process. The importance of sensory
development as the basis of cognitive activity of preschool children,
including children with special educational needs, is substantiated. The
principles and specific steps of implementing the strategy of sensory
education of children in the conditions of inclusive education are
proposed. Special attention is paid to the consideration of the
conditions of professional development of the educator of the inclusive
group as a creative person, ready to solve complex tasks of the
educational process, in particular, to create his own pedagogical
design. Traditional, innovative technologies of sensory education of
preschool children and techniques for correcting sensory development
with children with sensory disorders are considered.