Аннотация
Введение. Статья посвящена выявлению особенностей слухового восприятия с использованием нейропсихологического и инструментальных методов у детей 8–10-летнего возраста с умственной отсталостью. Актуальность работы заключается в необходимости разработки подходов к улучшению способности к обучению детей с умственной отсталостью. Новизна исследования состоит в оценке эффективности психокоррекционных мероприятий, проводимых с использованием методов интегрированного воздействия на сенсорное восприятие у детей с умственной отсталостью. Методы. В исследовании приняли участие дети 8–10-летнего возраста без нарушений слуха в анамнезе: контрольная группа (n = 34) и дети с умственной отсталостью (n = 36). Детей с умственной отсталостью разделили на 2 подгруппы, в одной из которых проводили коррекционную работу в течение 6 месяцев с использованием методов интегрированного воздействия на сенсорное восприятие. Все дети были дважды обследованы с использованием методов тональной аудиометрии, регистрации длиннолатентных слуховых вызванных потенциалов, нейропсихологического тестирования. Результаты. При повторном обследовании (после проведенных коррекционных мероприятий) у детей с умственной отсталостью установлено снижение порогов тональной аудиометрии, а также латентностей отдельных пиков длиннолатентных слуховых вызванных потенциалов, что коррелировало с повышением эффективности прохождения нейропсихологических тестов. В подгруппе детей с умственной отсталостью, с которыми не проводили коррекционной работы, а также в контрольной группе изменений исследованных показателей не выявлено. Обсуждение результатов. В заключение делается вывод о том, что применение методик, направленных на развитие полисенсорного восприятия у детей с умственной отсталостью, способствует улучшению слухового гнозиса.
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