A systematic approach when working with children with autism spectrum disorder using virtual reality technologies

Today, there is an increasing need for approaches that include complementary, most effective, intersectoral technologies and tools, in which computer neural network technologies play a large role, in order to organize a system for the development of human cognitive processes. The study of cognitive processes as "computed" information processing processes also today allows us to see additional developmental opportunities for everyone in the individual configurations of a person's cognitive circuits. This is of particular importance in the emergence and development of methods of development, adaptation of children with special educational needs, relying on the fact that their mental scheme is also a certain system of processing and responding to information, which involves understanding its main parameters for organizing its development. The goal is to consider the experience and results of work on T.I. Sinyugina with children with autism spectrum disorder: horizontal expansion of space perception, vertical expansion of space perception, and volume technology, technologies for switching to a different mode of perception and development of spatial-object thinking as the basis for the cognitive development of children with special educational needs using virtual reality technologies on the example of classes on interactive equipment with elements of virtual reality in ANO "Center for the Development of Special Children" Child of the Universe "(Omsk). Classes were held with children aged 7–12 years. It was shown that when using these technologies of phased inclusion in the course of classes of a horizontal surface with a virtual environment, and then a vertical surface with a virtual environment, the result of which is a different perception of the volume of the child, while observing a clear phasing and consistency in classes in children in a fairly short time (4-5 classes) the skill of the volume of space develops, which allows them to be actively involved in the outside world, interact with other children, and expands the zones of their implementation. It has been established that most children with whom classes are taught have an interest and inclination towards the field of computer technology. Classes on these technologies using software and hardware complexes with virtual reality and a neuroigram program seem to be universal technologies for the development and adaptation of the human cognitive sphere, as well as the development of cognitive systems, both living and artificial.