THEORETICAL FOUNDATIONS OF STUDYING TASTE AND OLFACTORY ANALYZERS IN CHILDREN WITH VISUAL IMPAIRMENTS
DOI:
https://doi.org/10.37547/Keywords:
visual impairment, taste analyzer, olfactory analyzer, compensatory mechanisms, sensory development, theoretical foundations, multisensory integration, inclusive pedagogy.Abstract
This article explores the theoretical underpinnings of studying the development of taste and olfactory analyzers in children with visual impairments, emphasizing the role of these sensory systems in compensatory adaptation and holistic learning. Vision is typically the dominant channel for perceiving, categorizing, and interacting with the environment; however, when vision is impaired, other sensory systems acquire enhanced significance. Among these, taste and olfaction are frequently overlooked in educational research, despite their critical contribution to emotional regulation, memory formation, and social integration. By analyzing psychological, pedagogical, and neuroscientific theories, this paper presents taste and olfactory analyzers not merely as secondary senses but as integral components of cognitive and cultural development. The article highlights the necessity of constructing a theoretical framework that situates these analyzers within multisensory integration and inclusive pedagogy, arguing that such an approach provides deeper insight into the adaptive capacities of visually impaired children. Theoretical reflections demonstrate that studying taste and olfaction opens new perspectives in understanding how compensatory mechanisms interact with neuroplasticity, cultural practices, and integrated education.
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