SCIENTIFIC AND METHODOLOGICAL PRINCIPLES OF CREATING TACTILE BOOKS OF EMOTIONS BASED ON A MULTISENSORY APPROACH

Abstract

The article explores the potential of a tactile book of emotions as an innovative means of sensory learning, psychological support and social adaptation of people with visual impairments. The relevance of the topic is due to the need to create effective inclusive resources that can compensate for the limitations of visual perception and ensure the full development of the emotional and communicative spheres of the personality. Particular attention is paid to the use of tactile books in working with people with congenital visual impairments, as well as with those who have lost their sight as a result of traumatic events, in particular military personnel. The paper presents the author's approach to creating a tactile book of emotions, which is based on a combination of relief, textile and volumetric elements for transmitting emotional states through touch. Types of technologies for creating different types of volume transmission for better tactile perception, selection of textile and decorative materials that provide a gradual complication of the user's sensory experience are described. It is noted that illustrative material, presented in the form of tactile samples of various textures (soft, rough, smooth) and decorative elements, performs not only a cognitive, but also an associative-emotional function, contributing to the formation of connections between tactile sensations and internal emotional states. Illustrations in the book are considered as a reinforcement of the verbal text, which ensures the integrity of perception and enhances the effect of immersion in the educational material.

The possibilities of integrating tactile books into educational and rehabilitation processes as a means of developing sensory perception, fine motor skills, speech, imagination and emotional competence are considered. The pedagogical, correctional and therapeutic functions of the tactile book of emotions are determined, in particular its role in forming the ability to recognize, express and regulate emotions. Hypothetically, the systematic use of this type of educational materials contributes to increasing the level of self-awareness, developing communication skills and strengthening the psychological resilience of users.

Special attention is paid to the methodological aspects of using the tactile book, which are summarized in the form of a table of recommendations for teachers, assistants and specialists in the rehabilitation field. The table structures the stages of working with the book, methods of presenting the material, options for accompanying tasks and expected results of educational and corrective impact. This approach allows systematizing the practical application of the developed tool and ensures its adaptability to the individual needs of users. Thus, the tactile book of emotions is considered not only as a teaching aid, but as a universal tool for supporting personal development, recovery and social integration of people with visual impairments.