FEATURES OF STRESS RESISTANCE OF YOUNG SCHOOLCHILDREN WITH FUNCTIONAL SENSORY DIFFICULTIES IN CONDITIONS OF PERMACRISIS

Abstract

The article explores the pressing psychological and pedagogical issue of developing resilience in primary school students with functional sensory impairments (visual or auditory modalities) under conditions of permacrisis. The scientific problem addressed in the study lies in the necessity to rethink adaptation mechanisms for children with developmental deficits in response to the challenges of a prolonged systemic crisis characterized by constant security and social instability. The purpose of the work is to identify specific patterns of psycho-emotional reactions to chronic stress in students with functional sensory impairments and to substantiate special pedagogical conditions for enhancing their resilience. The author is the first to consider resilience not merely as a static psychological trait but as a dynamic process determined by the ability of a child with functional sensory impairments to perform selective filtration of stress-inducing stimuli of a permacrisis through the resources of intact sensory systems. Based on the analysis of empirical data obtained during a diagnostic experiment, it was established that students with functional sensory impairments (both visual and auditory) exhibit critically low levels of resilience. Specific sensory phenomena were identified: "acoustic shock" in children with visual impairments due to excessive load on the auditory channel, and "information vacuum" in children with hearing impairments, leading to profound visual disorientation during danger. Compared to traditional methods, the article introduces novel approaches by scientifically substantiating a stress-overcoming model based on the principle of sensory filtration. It is proven that a key condition for increasing adaptability is the conscious limitation of the load on vulnerable analyzers while simultaneously relying on intact perception systems (tactile grounding for individuals with visual impairments and visual safety algorithms/pictograms for those with hearing impairments). The proposed methodology allows for the transformation of students' coping strategies from passive avoidance to conscious self-regulation. The practical significance of the study lies in the possibility of integrating these algorithms into the educational process of special education institutions to minimize the risk of secondary traumatization in children.