The influence of sensory integration on the development of cognitive activity in preschool and school age children with special education needs

Abstract

In modern educational practice, the number of children with special education needs (SEN) continues to grow, which necessitates the search for effective developmental and corrective approaches. Sensory integration (SI) is increasingly recognized as a promising framework that supports holistic perception, optimizes arousal regulation, and creates the preconditions for cognitive growth and social adaptation. This article presents a narrative review of theoretical and practical sources on SI, clarifies key constructs (sensory modulation, discrimination, praxis), and proposes a working model of influence – stimulus – integration – self – regulation – cognitive action. Within this model, improvements in postural control, visual – auditory binding, and proprioceptive feedback are linked to measurable gains in attention, working memory, visuomotor integration, task initiation, and adherence to instructions. The paper systematizes approaches to classroom implementation (zoned environments, «just – right challenge», short sensory breaks embedded in lessons) and outlines fidelity requirements consistent with Ayres Sensory Integration. Particular attention is given to interdisciplinary coordination among teachers, psychologists, and occupational therapists, as well as to the role of families in maintaining short, predictable routines at home. To anchor practice in evidence, we summarize commonly used assessment tools (e.g., Sensory Profile/SPM – 2, BRIEF – 2, Beery VMI, simple attention and working – memory probes) and behavioral indicators (on– task time, latency to start, frequency of dysregulation). Reported outcomes across the literature converge on enhanced attentional stability, more efficient executive control, reduced behavioral overload, and better learning participation, with effects sustained when daily «sensory diet» routines are preserved. The manuscript also discusses typical constraints – heterogeneous samples, variable protocol quality, reliance on questionnaires and offers pragmatic recommendations for scaling SI within Ukrainian preschool and primary settings.

Key words: sensory integration; cognitive activity; children with special education needs; cognitive development; inclusive education; adaptation; socialization.