Զգայական ինտեգրացիան որպես նախադպրոցական տարիքի հաշմանդամություն ունեցող երեխաների սոցիալականացման գործոն

This article examines the role of sensory integration in the socialization of preschool children with disabilities. Early childhood is a critical period for the development of sensory processing, motor coordination, emotional regulation, and social participation. Difficulties in processing sensory information may significantly affect a child's ability to interact with the environment and participate in educational and social contexts. The study analyzes theoretical foundations of sensory integration and discusses its application in the educational and rehabilitation process for children with special educational needs. The paper reviews relevant scientific literature and highlights the importance of creating structured sensory environments that support children’s adaptive behavior and participation. The results of the analysis indicate that the use of sensory integration methods in preschool education contributes to improved sensory regulation, motor development, emotional stability, and social interaction. Sensory-based interventions also help reduce behavioral difficulties and support the development of communication and adaptive skills. The article emphasizes the importance of interdisciplinary collaboration among educators, psychologists, therapists, and parents in implementing sensory integration approaches. Proper application of these methods can enhance the quality of educational support and improve the social inclusion of children with disabilities.