EXPERIENCE IN IMPLEMENTING DIGITAL TECHNOLOGIES TO DEVELOP MEMORY IN CHILDREN WITH ASD: FROM SPATIAL VISUALIZATION TO NARRATIVE

Abstract

The article highlights the solutions for the formation of memory paradigm in children with autism spectrum disorders through application of digital technologies and step-by-step learning, from spatial visualization to narrative creation. The relevance of the study is determined by the need to implement new tools that combine cognitive, communicative and behavioral strategies in the educational process of children with ASD. The research analyzes the experience of implementing digital tools – mind maps, matrix training, and interactive exercises –for the formation of the memory paradigm in children with ASD. Digital instruments that create images for the learning process of children were used in the study. These visual materials were generated using artificial intelligence, matrices on the Canva platform, various mind maps, and interactive exercises. As a result of the theoretical analysis of scientific literature and the practical implementation of sequential learning for children with ASD based on the “drawing – matrix – mind map – interactive exercise” algorithm and digital technologies, the author concludes that this approach is effective when individual characteristics of children are taken into account, autobiographical memory is engaged, digital tools are appropriately selected and theoretical analysis is combined with practical experience of integrating these technologies into educational activities. This contributes to the formation of a memory paradigm in children with ASD, the generalization of skills, and the development of speech activity, as well as to the enhancement of “flexibility” in communication, with development of communicative activity and the ability to generalize. The obtained results confirm the effectiveness of integrating digital tools into pedagogical practice, provided that individual approaches are applied and the interdisciplinary expertise of teachers, psychologists, and information technology specialists are involved.