HARNESSING MATRIX TRAINING FOR MEMORY FORMATION IN CHILDREN WITH ASD IN A BILINGUAL ENVIRONMENT
DOI:
https://doi.org/10.37406/2521-6449/2025-2-2Keywords:
matrix training, children with autism spectrum disorders, online tools, interactive exercises, bilingual environment, memory paradigmAbstract
The article highlights the solutions to problems related to the creation of matrix training for the formation of memory in children with autism spectrum disorders (ASD) in a bilingual environment. The studies that are analyzed concern new approaches to the development of key cognitive abilities of students, in particular memory as the main condition for further learning and their socialization; the usage of online tools for creating interactive tasks in training communication skills in children aged 10 to 13 in a bilingual environment. The purpose of the article is the theoretical substantiation and practical analysis of the possibilities of using matrix training as a cognitive-developmental tool for the formation of memory in children with ASD under the conditions of bilingual education. Theoretical analysis and practical experience regarding the implementation of matrix training into educational activity for the formation of memory in children with ASD showed that such an approach is effective for cognitive learning and contributes to the development of working memory, the generalization of skills, and speech activity in students with autism spectrum disorders, particularly in a bilingual environment, provided that the individual characteristics of each student are taken into account and personal matrices are created for them using online tools. The prospects of further research consist in expanding the implementation of matrix training practices for different academic disciplines with the aim of improving the acquisition of knowledge, abilities, and skills by students with ASD in a bilingual environment. This will contribute to the formation of cross-linguistic associations and the development of memory flexibility within familiar speech patterns. The challenges of the present determine the need for further testing of matrix training in the educational process as a tool of special pedagogy, taking into account language differentiation, the level of support for a child with ASD, and their individual cognitive profile.
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