Sensory games with sensory tables for children with autism

Uvod: Deca sa autizmom imaju brojne probleme, posebno na polju komuni- kacije sa okolinom, što je posledica poremećaja u efikasnoj integraciji infor- macija iz čula, koji ograničavaju sposobnost dece da odgovore na određene zadatke, planiranje novih zadataka, obavljanje koordinisane motoričke ak- tivnosti, razvijanje socijalnih odnosa sa vršnjacima, i dovode do problema u emocionalnom području. Problem: Deca sa autizmom teško se pridržavaju školskih uputstava, imaju kratkotrajno održavanje pažnje, teškoće u pisanju, gruboj i finoj motorici, ko- ordinaciji oko-ruka itd. Cilj: Cilj ovog istraživanja je senzorni način ispitivanja, otkrivanja i dizajniranja sveta kako bi se deci sa oštećenom senzornom integracijom, posebno deci sa autizmom, pružile mogućnosti za poboljšanje koncentracije, logičkog mišlje- nja, taktilnost, vizuelne, gustativne i vestibularne percepcije, vizuelnomoto- ričke kontrole, grafomotorike, kreativnosti, a takođe i za podsticanje sticanja odgovarajućeg školskog znanja. Ciljna grupa: 2 učenika bez i 4 učenika sa intelektualnom ometenošću iz redov- nih škola i kontrolna grupa (5 učenika sa lakom intelektualnom ometenošću i 5 učenika sa poremećajem iz spektra autizma, različite starosti i pola). Zadaci: montaža i adaptiranje višenamenskih senzornih stolova; praktična upotreba senzornih stolova u nekoliko nastavnih predmeta; snimanje vi- deo zapisa i njihovo predstavljanje u osnovnim školama u gradu, vrtićima, roditeljima. Hipoteza: Pretpostavljamo da će kontinuirana upotreba višenamenskih sen- zornih stolova poboljšati koncentraciju, logičko razmišljanje, taktilnu i vizu- elnu percepciju, vizuelno-motoričku kontrolu, grafomotoriku, kreativnost kod dece sa autizmom, a istovremeno će omogućiti usvajanje pojmova brojeva, oblika, boja, svetlosti i senki, upoznavanje i razlikovanje različitih materijala. Metod: Аnaliza podataka dobijenih u senzornom profilu svakog učenika sa autizmom, koji je napravljen pre i posle aktivnosti. Napravljen je plan obrade podataka u kojem su svi podaci zabeleženi tokom sastavljanja senzornih sto- lova i promene koje se javljaju kod učenika primenom skupa senzornih, tak- tičkih i misaonih stimulusa kroz metodu posmatranja i eksperimenta tutora i defektologa. Instrumenti koji se koriste za prikupljanje podataka su ispitivanje profila senzora, skica koncepta i sveska sa podacima. Rezultati: Praktična upotreba senzornih stolova podstiče: manipulativne ve- štine i finu motoriku kod dece; mogućnosti za samostalno istraživanje i traže- nje rešenja; poboljšanje pažnje i koncentracije; lakše razumevanje i sticanje školskog znanja. Zaključak: Iz dobijenih rezultata zaključeno je da ova vrsta igre podstiče i po- boljšava koncentraciju i pažnju kod dece, stimuliše motoričke sposobnosti, lo- giku, čula, kreativnost i pamćenje.Introduction: Children with autism have numerous problems, especially in the field of communication with the environment, which is a consequence of disorders in the efficient integration of information from the senses, which affect the child’s ability to restrict certain tasks, plan new ones, perform coordinated motor activities, develop social relationships with peers, problems in the emotional area. Problem: Children with autism find it difficult to follow school instructions, short-term attention span, difficulty writing, rough and fine motor skills, eye-hand coordination, etc. Aim: The aim of this research is a sensory way of examining, discovering and designing the world in order to provide children with impaired sensory integration, especially children with autism, opportunities to improve concentration, logical thinking, tactility, visual, taste, vestibular perception, visuomotor control, graphomotor skills, creativity, and also to encourage the acquisition of appropriate school knowledge. Target group: 2 students without and 4 students with intellectual disability from regular schools, and the control group (5 students with mild intellectual disabilities and 5 students with autism spectrum disorder, of different ages and genders). Tasks: Installation and adaptation of multi-purpose sensory tables; practical use of sensory tables in several school subjects; recording videos and their presentation in the elementary schools and kindergartens in the city, to parents. Hypothesis: We assume that the continuous use of multi-purpose sensory tables will improve concentration, logical thinking, tactile and visual perception, visuomotor control, graphomotor skills, creativity in children with autism, and at the same time enable the acquisition of concepts of numbers, shapes, colors, light and shadows, distinguishing different materials. Method: Analysis of data obtained in the sensory profile of each student with autism, which was made before and after the activity. A data processing plan was made in which all data were recorded during the compilation of sensory tables and changes that occur in students by applying a set of sensory, tactile and thought stimuli through the method of observation and experiment of tutors and special educators. The instruments used for data collection were sensor profile examination, concept sketch and data notebook. Results: Practical use of sensory tables encourages: manipulative skills and fine motor skills in children; opportunities for independent research and finding solutions; improved attention and concentration; easier understanding and acquiring school knowledge. Conclusion: From the obtained results, it was concluded that this type of game encourages the improvement of concentration and attention in children, it stimulates motor skills, logic, senses, creativity and memory