Method of diagnostics of polymodal perception
DOI:
https://doi.org/10.54359/ps.v19i105.2046Abstract
The relevance of this study is determined by the need to investigate polymodal perception in order to account for its individual structure within contemporary information and educational environments when teaching children aged 6–9 years. Existing assessment methods have age-related limitations and are also unsuitable for use in inclusive educational settings, particularly with children who have speech impairments. The article outlines the problem of studying core sensory-perceptual modalities and presents a description of a newly developed diagnostic method for assessing polymodal perception, including examples of data interpretation. The procedures of validation and standardization of the Polymodal Perception Diagnostic method are described based on a sample of 425 students aged 6–9 years. The demonstrated validity and reliability of the method allow for the acquisition of reliable data on individual functional characteristics of the structure of students’ polymodal perception.
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