Abstract. The article focuses on analyzing sensory and play-based
learning as innovative methods that enhance the acquisition of English
by children with special educational needs in an inclusive setting. The
aim of the study is to assess the effectiveness of implementing sensory and
gamified teaching approaches in the foreign language learning process
for students with various individual needs within the context of inclusive
education. The research employed general scientific methods of
cognition, such as analysis, synthesis, comparison, observation,
generalization, modeling, and a systems approach. The findings show
that the growing development of inclusive education increases the
demand for modern pedagogical technologies that ensure equal access to
knowledge for all learners, regardless of their individual characteristics.
This is especially relevant in the field of foreign language education,
where perceptual, communication, and adaptation barriers can hinder
effective learning. The study confirms that sensory techniques and
gamified tools hold significant potential for overcoming these challenges,
as they help create a motivating, adaptive, and individualized learning
environment. The focus is placed on the sensory approach, which involves
stimulating visual, auditory, tactile, and kinesthetic perception channels.
The multisensory impact improves the quality of material retention and
supports long-term memory in students. The study also reveals that
tailoring sensory input to match a child’s personal characteristics allows
educators to leverage students’ strengths, reduce anxiety levels, and
support the development of their personal potential. Gamification, in
turn, enhances interactivity, which plays a key role in motivating
learners. The practical value of the study lies in the possibility of
integrating sensory and gamified technologies into educational programs
to create an inclusive space that promotes both comprehensive
development and successful socialization of students.
