DIFFERENTIATED PROGRAM FOR THE CORRECTION OF MENTAL DEVELOPMENT IN CHILDREN WITH PSYCHOPHYSICAL DISORDERS THROUGH MUSICAL INSTRUMENTS
DOI:
https://doi.org/10.31392/UDU-nc.series19.2026.50.16Keywords:
psychophysical impairments, musical instruments, special education, autism spectrum disorder, cerebral palsy, developmental delay, sensory impairmentAbstract
The article presents the results of developing a differentiated program for the correction of mental development in children with psychophysical impairments through the use of musical instruments. The author substantiates the functional specialization of intervention modules tailored to four groups of children: those with autism spectrum disorders, cerebral palsy, developmental delays, and sensory impairments. For autism spectrum disorders, the primary targets include joint attention, turn‑taking, and social interaction; for cerebral palsy—goal‑directed movement, temporal control, and bilateral coordination; for developmental delay—attention, auditory‑motor memory, sequential organization of actions, and rhythmic‑speech integration; for sensory impairments—accessible compensatory channels of perception. The program emphasizes progression criteria that link the increasing complexity of musical‑instrumental activity to functional changes rather than musical difficulty, thereby ensuring therapeutic relevance. Principles of individualization, sensory safety, active participation, and the transfer of acquired action patterns into educational and rehabilitative practice are systematized. The article highlights the multimodal nature of music‑based activity, where rhythm structures time, sound provides immediate sensory feedback, and joint performance fosters coordination with a partner. Evidence from international studies on music therapy and pediatric neurorehabilitation is integrated to support the proposed modules, while acknowledging the heterogeneity of protocols and the need for long‑term observation. The findings demonstrate that musical instruments can serve not only as aesthetic tools but also as structured components of corrective activity, enabling the integration of sensory, motor, cognitive, speech, and social‑communicative domains. This differentiated approach expands the possibilities of special psychology and child rehabilitation, offering practical guidelines for individualized intervention design.
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