Seminar for teachers and psychologists of the Krasnoufimsky district
Psychological and pedagogical support for disabled children in educational institutions
Topic:
Psychological and pedagogical support for children in educational institutions with visual impairments.
1 Classification of the blind and visually impaired
According to the established classification, persons whose visual acuity ranges from 0% to 0.04% are classified as blind. Thus, the blind population includes people who are completely blind (totally blind) and have residual vision (with visual acuity from light perception up to 0.04%).
3 Children with vision problems have speech impairments. This is explained by the fact that the formation of speech in such children occurs under more complex conditions than in a sighted child. Children with visual impairments are more likely to experience complex deviations from the norm, impaired spatial coordination, poorly developed fine motor skills, and problems in the cognitive sphere.
The least pronounced defects are at the first level of speech development; only isolated violations of sound pronunciation are noted.
At the second level, the child has a limited active vocabulary, there are some difficulties in correlating a word and the image of an object, in the use of generalizing concepts, in composing sentences and detailed stories. Violations of sound pronunciation at the second level are more pronounced and varied. Phonemic analysis has not been formed.
At the third level, there is a lack of active and passive vocabulary. The subject correlation of words has not been formed, generalizing concepts have not been developed. Coherent speech is agrammatic, the child uses one or two word sentences. Sound pronunciation is impaired. Phonemic analysis and synthesis are not formed.
At the fourth, lowest level, the child speaks in separate words, phonemic analysis and synthesis are not formed.
Thus, children with visual impairments often do not have a developed speech functional system, have a limited vocabulary, and a distorted understanding of the semantic side of speech.
Fuzzy, narrow perception makes it difficult to recognize objects, their shapes, and characteristic external features. Children do not see lines, confuse letters with similar designs, lose and repeat lines when reading, do not notice punctuation marks, and pronounce words incorrectly. Visually impaired children have phonetic-phonemic and articulatory difficulties. Problems of lexical and grammatical properties often arise. When working visually, visually impaired children quickly become tired and their performance decreases.
Features of behavior
The lack of visual control of movements complicates the formation of coordination of movements. As a result, the movements of the blind are constrained, ugly, uncertain, and there is no precision in their execution. There are communication problems.
5 Education of the blind and visually impaired together with sighted children
Let us consider the features of teaching a child with visual impairments in a group of sighted peers. It is better if a speech therapist also works with such children. The following must be taken into account when working:
1. In the class where such a child is located, it is desirable that there be no more than 15 students in order to ensure an individual approach to the child.
2. First of all, it is necessary to create a psychological attitude for a blind and visually impaired student to overcome difficulties. The rest of the students should be introduced to the characteristics of the blind and visually impaired, a friendly environment should be created and a good attitude towards such a student should be formed. However, actions aimed at achieving this goal must be thoughtful and tactful, since excessive care of a new student can develop selfish attitudes in him, and a condescending attitude in the surrounding children.
Children can sometimes be cruel and may tease and bully a child who is blind or has low vision. In a tactful manner, the teacher must explain to students that they should not focus attention on the defect of a sick child, much less tease and offend him. The teacher should show many positive sides their blind students, for example, knowledge large quantity poems, stories, and the ability to sing, in order to arouse respect for them on the part of sighted students. Objectivity of assessment should also become the norm of the teacher’s work, which will allow children with visual impairments to feel on an equal footing with sighted children.
3. When accepting a child with a visual impairment into his class, the teacher should carefully consider where to seat the new student. If the child retains partial vision or is visually impaired, i.e. visual acuity is more than 0.05, and he does not have severe photophobia, he should be seated on the first desk, preferably in the middle row.
A completely blind child or a child with profoundly reduced vision, who relies on touch and hearing in his work, can work at any desk, taking into account the degree of audibility in that place. If the child does not have photophobia and needs additional lighting, the workplace should be illuminated by a table lamp with a dimmer.
If a student has severe photophobia, he should be seated with his back to the window or the window should be covered with a curtain. If there is photophobia in one eye, the child should sit so that the light falls from the opposite side.
4. The optimal visual load for visually impaired students is no more than 15-20 minutes of continuous work. For students with profound visual impairment, depending on individual characteristics, it should not exceed 10-20 minutes. The classroom must be provided with increased general illumination (at least 1000 lux) or local lighting in the workplace of at least 400-500 lux. Be sure to use physical exercises.
5. If a visually impaired child works relying on his vision, then when using a board, the notes should be rich and contrasting, the letters should be large. When writing, he should use colored markers for the most important points in the material being written, then he will not have to strain his eyes further to read the entire note in the notebook. Use of special visualization, large frontal (up to 15-20 cm) and differentiated individual (from 1 to 5 cm); the use of backgrounds that improve visual perception when demonstrating objects; the predominance of aids in red, orange, yellow, stands that allow you to view objects in a vertical position;
6. One of the important tasks of a teacher is to include a blind and visually impaired student in the work of the class. At the same time, the teacher and students should remember that the pace of writing and reading for the blind and visually impaired is lower. He won't be able to keep up with the class. In this regard, along with a Braille device, voice recorders are used, on which fragments of the lesson are recorded.
7. The next point is the limitation of time for visual work. The teacher must remember this and teach the blind and visually impaired to analyze literary works by ear, highlighting only key words and sentences. The teacher’s speech must be expressive and precise; it is necessary to pronounce everything he does, writes or draws.
8. Considering that many objects blind and visually impaired children have never held in their hands or seen only vaguely, and therefore are incomprehensible to them, it is necessary to use real objects, directing the children’s hands and gaze to them.
9. During breaks and after classes, children with visual impairments should have the opportunity to get to know their classmates better, maybe even touch them. Unfortunately, many blind and visually impaired people do not know how to communicate, they do not listen to the interlocutor, and dialogue in communication does not work out. The speaker wants to show that he knows a lot, but such behavior does not evoke an emotional response from the listener.
In a new group of sighted people, a child with visual impairment has to overcome a number of complexes, such as fear of space and new people, and lack of self-confidence. He needs to be helped in this by providing the opportunity to be a leader, for example, the captain of a checkers or chess team, leading literary composition, quizzes, etc.
It is necessary to include it in various hikes and excursions. If you prepare a blind child as a guide, this will serve both his self-affirmation and recognition from his classmates. At the same time, he must observe the same norms and rules of behavior as other children. However, he should be encouraged if he successfully follows these rules.
10. A smile or nod of the head as a way of encouragement is not always available to a child with visual impairment. Putting your hand on your shoulder or patting it is best, but verbal praise is even more important because other children can hear it.
11. The most difficult problem for a blind person is orientation in space. The child must know the main landmarks of the room where classes are held and the path to his place. In this regard, you should not change the environment and place of the child, especially at first, until he develops automatic movement in a familiar room.
12.Children love to watch films and videos. Blind and visually impaired people also need to be involved in viewing them. However, the show should be accompanied by verbal explanations of the situation, setting, and behavior of the characters.
13. Some children with visual impairments, due to existing complexes, try not to draw attention to their problems and are embarrassed to ask for help from an adult or classmates. In such cases, you need to constantly keep the child in your field of vision and try to see and feel when he needs help. The child must learn to ask and accept help from peers. It is very important that in this situation the child maintains a sense of self-esteem and strives to provide help himself in a situation appropriate to his capabilities.
1.6 Qualities necessary for a teacher to work with blind children
In addition to education in working with blind children, a teacher needs the following qualities:
Love for children, caring, willingness to fulfill maternal responsibilities (provide direct assistance in self-care and spatial orientation);
Observation, the ability to put oneself in the position of a student, penetrate into the world of his personality, understand his mental state, etc.;
High level of speech culture (content, correctness and imagery of speech, simplicity of presentation, emotionality);
Organizational skills (preparation for each event, rational arrangement of performers);
Communication skills (the ability to achieve mutual understanding with students);
Development of pedagogical attention (ability to navigate in various situations, pedagogical flexibility, ability to restrain one’s negative emotions);
Pedagogical enthusiasm (initiative, willingness to do any work together with children).
Ministry of Education and Science Russian Federation
State budgetary educational institution
higher professional education in Moscow
"MOSCOW CITY PEDAGOGICAL UNIVERSITY"
Kalyaeva Elena Nikolaevna
(MOU "Pavlovsk Secondary School", Istrinsky district, Moscow region)
GRADUATE QUALIFYING WORK
Program for individual support of a child with visual impairments of primary school age in a comprehensive school
according to the advanced training program for managers and specialists of PMPK, implemented as part of training events
State program "Accessible Environment"
Introduction:
Vision is the most powerful source of information about the outside world. 85-90% of information enters the brain through the visual analyzer, and partial or profound disruption of its functions causes a number of deviations in the physical and mental development of the child. The visual analyzer ensures the performance of complex visual functions. It is customary to distinguish between five main visual functions. Research by specialists shows that developmental delays caused by visual impairment can be overcome under appropriate conditions of training and education. However, this process takes a long time, requires great effort and knowledge of the specific deviations and preserved capabilities of children.
The category of visually impaired students is heterogeneous in composition, including: individual visual capabilities, level of compensatory capabilities, characteristics of psychophysical development, determined by the characteristics of the intellectual sphere.
typological, characteristic of the entire category of visually impaired;
specific, characteristic of certain groups of visually impaired students
The determination of an option for a visually impaired student is carried out in accordance with the recommendations of the PMPC, taking into account the wishes of the parents (legal representatives). If persistent difficulties arise during training, a visually impaired student is sent for a comprehensive psychological, medical, and pedagogical examination in order to develop recommendations for his further training. Procedure for implementing the transition of the visually impaired
The results of visually impaired students mastering individual work are:
Possession of effective compensatory methods of cognitive, practical, communicative activity, providing a visually impaired student with the ability to organize educational activities, educational cooperation, orientation in the educational environment of the organization;
Increasing capabilities in spatial orientation, including: developing skills in orientation in microspace and improving skills in orientation in macrospace; the ability to use all intact analyzers in orientation activities, use optical correction tools and typhotechnical means; free and successful use of mastered indicative skills and abilities in new (non-standard) situations; the ability to adequately assess one’s visual capabilities and take them into account in spatial orientation; the ability to request help appropriately to the situation, to seek help in case of sudden difficulties.
Development of the interpersonal coordinate system “visually impaired - sighted peer”, “visually impaired - sighted adult”, including: developing skills of cooperation with normally sighted adults and peers in different social situations; mastery of verbal and nonverbal means of communication (perception, understanding, production, use); increased desire to expand contacts with peers; developing the ability to use in the process of interpersonal
communications all safe analyzers; developing skills to express one’s thoughts, observations, and conclusions in an understandable form; readiness for complicity, empathy, emotional responsiveness; development of self-control and self-regulation in the process of communication.
Increasing differentiation and understanding of the picture of the world, including: enriching the sensory experience of cognition and activity; expansion of subject (specific and generalized), spatial, social concepts; mastering compensatory methods of activity; expanding the range of subject-specific and practical skills (including social and everyday ones); readiness to build a holistic and differentiated picture of what is happening; mastering the ability to comprehend the picture of the world; availability of knowledge about typhlotechnical means that expand cognitive capabilities in conditions of low vision; developing the skills to use optical, typhotechnical and technical means in educational activities and everyday life; increasing cognitive and social activity; increasing independence in school and everyday life.
Increasing differentiation and understanding of one’s age-appropriate social environment, accepted values and social roles, including: developing interest in representatives of one’s immediate environment; expansion of ideas (age-appropriate) about various representatives of the wider society; developing attention to the condition, mood, and well-being of others; development of differentiation of one’s own emotional manifestations and development of understanding of the manifestations of others; expanding ideas about the rules, norms, and values accepted in society; enriching and expanding the student’s social experience.
The results of the development of the Corrective Work Program by visually impaired students are manifested in the following achievements:
uses intact analyzers and compensatory methods of activity in the educational and cognitive process and everyday life;
formed orientation skills in microspace and mastered orientation skills in macrospace OO;
has adequate (in accordance with age) subject (specific and generalized), spatial, social concepts;
shows cognitive interest, cognitive activity;
has ideas (appropriate for age) about modern typhotechnical, optical and technical means that facilitate cognitive and educational activities, and actively uses them
shows a desire for independence and independence from others (in everyday matters);
knows how to adequately use verbal and non-verbal means of communication;
capable of displaying social activity;
capable of complicity, empathy, emotional responsiveness;
able to show persistence in achieving goals;
demonstrates self-control and self-regulation (in accordance with age);
knows and takes into account existing contraindications and restrictions in educational activities and everyday life.
Main part:
Purpose of the program
Individual support program for a child with visual impairments in accordance with the Standard aimed at:
providing assistance to children with visual impairments in mastering basic educational program general education; overcoming students' difficulties in learning activities;
mastering the skills of students’ adaptation to society;
organizing the work of teachers and specialists of educational institutions in the direction of creating optimal psychological and pedagogical conditions to ensure deficiencies in the physical and (or) mental development of children with disabilities; (visual impairment)
developing the potential of students with disabilities.
Children with disabilities may have physical and (or) mental development disorders of different nature and severity, ranging from temporary and easily remediable difficulties to permanent deviations that require an individual education program adapted to their capabilities or the use of special educational programs - creating conditions , facilitating the development of children with disabilities in the basic educational program of primary general education and their integration in an educational institution.
Program objectives:
Identification and satisfaction of the special educational needs of students with disabilities when they master the basic educational program of basic general education;
Determining the features of the organization of the educational process and the conditions of integration for the category of children under consideration in accordance with the individual characteristics of each child, the structure of the developmental disorder and the degree of severity (in accordance with the recommendations of the psychological, medical and pedagogical commission);
Providing individually oriented social, psychological, pedagogical and medical assistance to students with disabilities, taking into account the characteristics of mental and (or) physical development, individual capabilities of children (in accordance with the recommendations of the psychological, medical and pedagogical commission);
Development and implementation of individual programs, curricula, organization of individual and (or) group classes for children with severe disabilities in physical and (or) mental development, accompanied by the support of a tutor from an educational institution;
Providing opportunities for education and training in additional educational programs of socio-pedagogical and other directions, receiving additional educational correctional services;
Formation of mature personal attitudes that contribute to optimal adaptation in a real life situation;
Expansion of the individual’s adaptive capabilities, which determine readiness to solve accessible problems in various spheres of life;
Development of communicative competence, forms and skills of constructive personal communication in a peer group;
Implementation of a comprehensive system of measures for social adaptation and professional guidance of students with disabilities;
Providing advisory and methodological assistance to parents (legal representatives) of children with disabilities on medical, social, legal and other issues.
- Continuity. The principle ensures the creation of a unified educational space during the transition from primary general education to basic general education, contributes to the achievement of personal, meta-subject, subject results in mastering the basic educational program of basic general education, necessary for students with disabilities to continue their education. The principle ensures the connection of the program of individual support of work with other sections of the program of basic general education: the program for the development of universal educational activities for students at the level of basic general education, the program of professional guidance for students at the level of basic general education, the program for the formation and development of ICT competence of students, the program of social activities students.
- Respect for the interests of the child . The principle defines the position of a specialist who is called upon to solve a child’s problem with maximum benefit and in the interests of the child.
- Systematicity . The principle ensures the unity of diagnosis, individual support of a child with visual impairment and development, i.e. a systematic approach to the analysis of developmental characteristics and correction of disorders in children with disabilities, as well as a comprehensive multi-level approach of specialists in various fields, interaction and coordination of their actions in solving child's problems.
- Continuity . The principle guarantees the child and his parents (legal representatives) continuity of assistance until the problem is completely resolved or an approach to solving it is determined.
- Variability . The principle involves the creation of variable conditions for the education of children with various disabilities accompanied by a child with visual impairment.
It is known that starting school is a turning point in the life of any child. At this time, his lifestyle and type of activity changes dramatically. For first-graders with visual impairments, the new role of a student often becomes a source of even greater physical and emotional stress. On top of the general difficulties of the transition from preschool childhood to schooling are problems caused by visual defects. In children with visual impairments, visual perception occurs in an impoverished visual environment; they experience serious difficulties in determining color and hue, brightness, contrast, as well as the shape, size and spatial arrangement of objects. It is difficult for children to distinguish between several objects and to identify them at the same time. Deficiencies in visual perception negatively affect the development of mental operations (analysis, synthesis, comparison, generalization, etc.) of younger schoolchildren, which significantly complicates educational and cognitive activity. Difficulties are associated both with the pace of academic work and with the quality of completion of educational tasks. All this inevitably leads to low performance, and the situation of failure often develops into negative emotional states, which reduces the positive motivation of educational activities and can cause the formation of negative personality traits in children.
The “I See the World” program is an additional program that provides individual support for children of primary school age with vision pathologies. It can be implemented by a speech pathologist, psychologist or teacher who are specially trained to work with children in an equipped sensory room.
The program uses methods of group and individual correctional work to develop visual perception in children with visual impairments. The work can be carried out with children in both correctional and general education classes of primary schools.
Individual support program for a child with visual impairments– correction and development of visual perception in primary schoolchildren using sensory room equipment.
Program objectives:
develop and improve the objectivity of children’s perception by clarifying their visual object representations;
teach children to recognize objects offered for perception in different versions, to highlight signs of object recognition;
improve methods of visual inspection of objects;
through the development of spatial concepts, develop in children the perception of the depth of space and the ability to navigate in it;
improve hand-eye coordination of children with visual impairments.
Main stages of work organization:
studying the medical history of each child in the class;
filling out a child development chart.
identifying the level of development of visual perception of each student in the class;
obtaining objective data on the state of visual perception and visual functions, which are subject to further correctional and developmental influence.
carrying out correctional and developmental work using special psychological and pedagogical tools and equipment for correctional classes on the development and correction of visual perception through individual and group work;
dynamic observation of students by specialists in psychological and pedagogical support.
tracking the dynamics of development of visual perception of schoolchildren.
Preliminary stage:
Diagnostic stage:
Corrective and developmental stage:
The final stage:
The “I See the World” program includes 10 classes aimed at correcting and developing visual perception. The first and last classes are diagnostic.
Classes are held once a week. The duration of the lesson is 30-40 minutes, visual gymnastics or physical exercises are performed every 10 minutes.
At each lesson, the exercises are repeated using more complex material and in new conditions, taking into account the individual characteristics of the children.
Approximate structure of the lesson:
-
games, exercises, tasks for the perception of signs and properties of the objective world;
tasks that develop activity, integrity, constancy, differentiation of perception based on visual-practical, visual-figurative actions using sensory room equipment.
Organizational part. Games and exercises that help relieve psycho-emotional stress and develop communication skills.
Final part. Summarizing.
Expected result. Ensuring maximum development and automation of all visual functions of children with visual pathology.
Example of a lesson
Goals:
Development of color perception in children (search, detection, identification of objects by color; highlighting color in the surrounding world, fixation by saturation).
Development of visual memory and visual attention in children.
Training, the ability to recognize your emotional state.
Sensory room equipment:
Two bubble columns (7 colors),
Fishes in columns (10).
Carpet "Milky Way"
In addition, the lesson will require colored cards, pictogram cards depicting different emotions.
Greetings. Familiarity with the rules of work.
Corrective exercises.
Emotional mood for classes.
The final stage. Farewell ritual.
1. Preparation for effective perception.
A child with visual impairment needs increased attention from the teacher, competent construction of his educational route, and construction of the trajectory of his life. Pedagogical experience in working with children with vision pathology shows that the sooner children receive help from the adult community - teachers, specialists and parents, the more successful their psychological development will be, thanks to the unique compensatory capabilities inherent in each child.
The inclusive education and upbringing that is currently being introduced allows children with developmental disabilities and health problems the opportunity to receive an education in mass preschool institutions.
Understanding the importance of timely, adequate assistance and an effectively built individual development trajectory, teachers at our preschool institution are developing plans for individual pedagogical support for children with vision pathology. Close collaboration with an ophthalmologist and an orthoptist nurse allows us to solve problems such as:
1. Development of visual ideas about the objective world.
2. Development of sensorimotor skills.
3. Formation of ideas about the world around us.
4. Activation of visual functions (visual load): increased visual acuity.
5. Development of speed, completeness and accuracy of visual examination of objects and images.
Organization of medical care
Health preservation is one of the objectives of educational
process, therefore medical support for schoolchildren with violations
19vision is a prerequisite for creating special
educational conditions. The main direction of medical
implementation is the prevention of diseases of the organ of vision. By
this direction needs to be provided with medical support
education not only for children with visual impairments, but also for all school students.
Preventive measures at school include: control
vision conditions in school medical offices and referral
for treatment by ophthalmologists in district clinics; spend
teaching councils, parent meetings, consultations,
classroom hours and socially significant events on the issue of preserving
educational process, carrying out special preventive measures
practices (if possible, limiting eye strain and length
visual load, constant change of one type of activity
ties to others; performing special exercises for the eyes in class;
conversations with parents about the children’s rest and activities at home).
Information Support
Information and educational environment of an educational institution
research must include a set of technological means
(computers, databases, communication channels, software
products designed to meet specific educational needs
children with disabilities). The necessary information must be provided on
school website.
For children with visual impairments in the information environment of the institution
there must be accompanying sound cues
visually impaired in the building (at the beginning and end of the corridor, this designation
woman); translators for transmitting the necessary information.
Logistics support
The creation of special educational conditions at school begins
starting with the organization of the material and technical base, including architecture
tourist environment (extracurricular and educational space) and special facilities
ore mining
Architectural environment
When a visually impaired child comes to school, the first
the difficulty he will face is the difficulty of orientation in
space. Therefore, for a comfortable stay at school, he needs
help with exactly this.
School entrance
The extreme steps of the stairs at the entrance to the school for orientation
A child with impaired vision must be painted in contrasting colors
colors. Railings are definitely needed. There should be railings on both sides
to the ends of the stairs at a height of 70 and 90 cm, for children of primary school -
50 cm. The most convenient railings are round sections with a diameter of at least 3-
5 cm. The length of the railing should be 30 cm longer than the length of the stairs each
on the other hand.
It is also better to make the door in a bright contrasting color. If the doors
glass, then the opening parts must be marked on them with bright paint.
School interior
Along the corridors, handrails can be installed around the entire perimeter to
a person who sees poorly could, holding on to them, navigate
when moving around the school. Another way to make it easier to navigate
tions of a visually impaired person within a school can be varied
relief floor covering - when you change direction, the rail also changes
ef gender. It can be floor tiles or just carpets
ki. The outer steps inside the school, as well as at the entrance, need to be painted
in bright contrasting colors and equipped with railings.
Another solution to the problem of moving up the stairs is
a sighted or blind child may have tactile cues
ry for stairs and corridors (designation by touch). Preferably
so that signs in classrooms are written in large
in a font of contrasting colors or there were signs with the inscription
in Braille.
You can use sound cues to accompany the sound
the seer in the building (at the beginning and end of the corridor, floor designation).
School locker room
In locker rooms, students with low vision should have a designated area
side of the aisles and equip it with handrails, benches, shelves and
hooks for bags and clothes, etc. It is advisable that this area
only used by the same people. Need several times
take the child to this place so that he remembers it.
School canteen
In the dining room, a child with visual impairments should have his own
a standing place that only he will use. Also wished
It is important that this place is located in close proximity to the
feta counter in the dining room, but at the same time it is undesirable for children with disabilities
be seated in the dining room separately from other classmates. Preferably
also, so that children with low vision are helped in the canteen by workers
ki or duty officers.
Classrooms
Here it is also important to take into account that students with visual impairments need
It is necessary to create conditions for orientation in space. For creating
accessible and comfortable classroom environment, equipment is recommended
create for them single student places allocated from the general
area of the room with a relief texture or carpeting
floor surface.
It is necessary to pay attention to the lighting of the desktop, for which
a child with poor eyesight is sitting in the middle, and remember that what is written on
ske needs to be voiced so that he can receive information. Desk re
A child with low vision should be in the front row of the teacher
body table and next to the window.
When a lecture form of classes is used, a student with limited
visually impaired or blind people should be allowed to use a voice recorder
nom is his way of taking notes. It is advisable that benefits
which are used in different lessons, were not only visual, but
and embossed so that a blind student can touch them.
Lighting
According to hygienic requirements, in educational premises
at a distance of 1 m from the wall opposite the light openings,
the natural light factor KEO should be 1.5%.
For classrooms in schools for visually impaired and blind children, the coefficient
The percentage must be at least 2.5%. Natural coefficient
22illuminance KEO is the ratio of illuminance
indoors to illumination at the same moment outdoors
For classrooms, this luminous coefficient should be
set 1:5, for other rooms - 1:8. (Luminous coefficient
Rent is the ratio of the glazed area of windows to the area
floor.) In order for the illumination of the classrooms to be sufficient, their depth
should not exceed the distance from the top edge of the window to the floor
more than 2 times. The bottom edge of the windows should be at
desk level; The width and thickness of window frames and sashes should be
reduce as much as possible. Natural light should be
ranging from 800 to 1200 lux; Uniformity of lighting is desirable
tion, absence of sharp shadows and shine on the working surface. For
light light curtains or blinds. On cloudy days, early
morning and evening hours to ensure optimal lighting
It is necessary to turn on artificial lighting in the workplace
It is necessary to pay special attention to the condition of window glass, so
how their cleanliness affects the illumination of the room. Unwashed glass
absorb 20% of light rays. Towards the end of winter, when there is a build-up on the windows
Especially a lot of dust and dirt pours out, this number reaches 50%.
To remove obstacles to children entering the premises
daylight educational institutions must contain
keep window panes clean. Regularly (once a week in nurseries and children
in kindergartens and once a month in schools) you need to wash or wipe the glass
wet method with inside and at least 2 times a year - sleep
shoot. For efficient use of daylight and evenly
lighting for classrooms should not be placed on window sills
flowers, visual aids, large aquariums, etc. Indoor colors
you and various plants should be placed in the walls between the windows
in portable flower boxes 65-70 cm high from the floor or placed in
corridorsrecreations.
Desks in classrooms should be positioned so that the windows are
to their left, and the shadow of the writing hand did not fall on the paper if the child
right-handed Windows should not be located behind desks (due to possible
the formation of a shadow from the head and body on the working surface), as well as
in front of the desks (so that bright sunlight does not blind your eyes).
Adjustable sun shading devices are installed on the windows
blinds (blinds, fabric curtains, etc.) to eliminate glare
from direct sunlight. It is not allowed to use curtains made of
polyvinyl chloride film. For decorative purposes it is recommended
place curtains along the edges of the window opening so that
23they only went 10-15 cm beyond its edges. There should be curtains
light and match the color of the walls and furniture.
Trees should not be allowed to darken windows. Planting trees is necessary
walk no closer than 15 m, and bushes no closer than 5 m from the building
Natural light in the classroom depends on the degree of reflection
daylight from the ceiling, walls, furniture and other surfaces. Poet
mu reflective surfaces should be painted in light colors,
giving a fairly high (40-80%) reflection coefficient. For
painting the ceiling, window openings and frames must be used without
light color, for classroom walls - light tones of yellow, beige
blue, pink, green, blue.
School furniture is painted in the colors of natural wood or
light green color. Light coloring has a positive psychoactive effect
logical action. Exercising in a bright room improves vitality
student tone and performance. Also necessary requirement
The key is the use of finishing materials and paints, with
creating a matte surface to avoid shine.
The use of daylight should be maximum. One
However, even if all the above conditions of one EU are met
Test lighting in classrooms is sometimes insufficient, and
there is a need for additional lighting. Needed
remember that lighting for children with visual impairments should be
not only sufficient in quantitative terms, but also highly
honest. Artificial lighting is provided artificially
nal light sources: electric incandescent lamps or
gas-discharge lamps (for example, fluorescent). It poses
will create constant levels of illumination in the workplace and
easy to adjust. At the same time, artificial lighting has
a number of disadvantages: blinding brightness of lamps, specific spectrum of light
flow, often distorting the color of surrounding objects,
pulsation of illumination when using gas-discharge lamps, and
also the general monotony of lighting. In the classrooms
predominantly fluorescent lighting with
using lamps such as LB, LHB, LETs. This creates
more efficient conditions for color perception, which is especially
important for visually impaired children, as the ability to distinguish colors
theirs is reduced.
The use of incandescent lamps is allowed; provided
chalkboard lighting. Mirror lights are placed by you
0.3 m higher than the top edge of the board and 0.6 m towards the classroom in front of the board
coy. In classrooms and laboratories, the level of illumination should be
be at least 500 lux.
24Indicators of illumination of the workplace (Krivoruchko T.V., Loni
on V.A., Blinova E.I. et al., 2003): 100-250 lux for albinism, patholo
lens damage, congenital cataracts and corneal dystrophy; 250-
700 lux for glaucoma, coloboma of the iris and choroid, pigment degas
neration, juvenile macular degeneration of the retina, myopic
degeneration, optic nerve atrophy, refractive error, chorio
retinitis and its consequences.
Normal visual comfort depends on the following indicators:
(Grigorieva L.P., 1985): general illumination, which determines
there is no adaptation level of the eyes; visible field brightness; locate
position of the light source in relation to the direction of vision; limit
the glare effect of the source; eliminating shadows; degrees
bringing the emission spectrum closer to the spectrum of daylight. Con
control of lighting conditions is carried out by calculation or change
measuring illumination using luxmeters, brightness meters or
diometers.
When working with TVs or computers, the following traces are unacceptable.
current conditions:
Watching TV in complete darkness;
Changes in illumination on the screen, flickering, turning off and
turning on general lighting when showing films and
positives;
Displaying filmstrips on the wall, since this largely
the degree to which the brightness is reduced and the color of the images is distorted;
Long-term fixation of gaze on the TV screen (necessary
change the direction of your gaze from time to time - this gives your eyes
Due to a significant decrease in vision, low vision tests
there are great difficulties when using mass-produced on-screen tools
biami. They perceive cinema insufficiently fully and accurately, and in some
in some cases it is distorted.
Special equipment
For the blind: an individual cane for moving around the building;
Equipment in the gym that has a tactile surface
For the visually impaired: visual cues on sports equipment
Study desks adjustable to the child's height and tilt
For the visually impaired: pointers with a bright tip;
Various magnifying devices (table and magnifying glasses
heavy use);
25 - additional lighting at the child’s workplace (desk) and up to
additional board lighting;
A room for psychological relief, equipped with soft
modules and carpet.
Hygienic requirements for educational equipment
Educational visual aids should be selected in such a way that
to satisfy both medical and ophthalmological
pedagogical requirements.
In educational work it is necessary to take into account visual
children's capabilities: increasing the font, changing the color scheme,
correlation of work in different planes, reduction of volume and time
nor completing written work.
write notebooks and copybooks with a wide line and additional lines
coy. Wide spaces should be left between lines. Not reko
It is recommended to write on thin and/or glossy paper.
The optimal distance between the eyes and visual objects
work for children of primary school age with myopia and glaucoma
is 24 cm, for older schoolchildren - from 30 to 35 cm. For acute
those of 0.06-0.2 this distance is reduced to 17-25 cm, with acute
those vision 0.01-0.05 to 3-12 cm.
Visually impaired schoolchildren, bending over when reading and writing, then
take away the working surface, while reducing the illumination of the page
Xia. So, if when reading a text at a distance of 33 cm from the eyes there is light
The intensity on a book page is 650 lux (minimum permissible
level), then at a distance of 10 cm - only 150 lux. Enlarge illuminated
ness in the workplace is possible using local lighting with
I use incandescent lamps.
For visually impaired children, the degree of uniformity of lighting is important.
working surface. Large differences in brightness are unacceptable
between the working surface and the surrounding space. This
leads to increased fatigue and decreased visual performance
abilities. For this category of children should be used
tutorials with larger letters for less stress
eyes when working. The material must be clear, precise, bright and
colorful, without excessive detail. Image Contrast
textbooks and optoelectronic devices should contain
should be within 60-100%, and the saturation of color tones should
be 0.8-1.0.
It is preferable to use black images on white
or yellow background and vice versa. Children with myopia and strabismus are smaller
pay attention to the color, and more to the shape of the object. For up to
26 schoolchildren and schoolchildren with color vision impairment need
dimo strictly think through color combinations while simultaneously
presentation. It is acceptable to write in green, black and
Red.
With nystagmus and strabismus, it is very difficult for a child to switch
mania from one object to another, from one plane to another, definition
visual aids with a small number of elements.
27IV. Organizational and pedagogical support
Preventative visual regimen for a class in which
there are children with visual impairments (necessary prevention for
all children)
Considering the need for constant ophthalmic hygiene
Know the ophthalmological characteristics of each child;
sewing points), and monitor their implementation;
If there is a suspicion of deterioration in the student’s vision,
refer him to the school ophthalmologist;
Monitor the correct posture of children when learning to read and write;
Know children who have limitations in physical education and
labor training, and monitor their compliance;
Take care to prevent visual fatigue in the classroom;
Carry out physical education breaks in lessons according to the agreed method
with an ophthalmologist and a physical education teacher.
Limiting visual strain and increasing physical and
auditory load.
During labor lessons, the duration of visual load is reduced
(sewing, drawing, modeling).
During the lesson, physical education for the eyes is organized (special
exercises for 30-60 seconds), which is a preventive measure for the viewer
violations for all students in the class.
It is necessary to periodically transfer students, changing rows.
Take breaks when reading for 10-15 minutes every 30-
45 minutes. Limit TV viewing to 30 minutes.
Conduct conversations with parents about children’s rest and activity schedules
For primary school: for a child with visual impairment, increase
increase the number of lessons per day gradually. Do not do it several times a week
4, but 3 and even 2 lessons a day. This must be accompanied by
changing one type of activity to another.
During the lesson, the teacher needs to monitor the students’ posture.
Incorrect posture creates unfavorable conditions for the function
onation of many organs and systems, including the organ of vision.
A child with poor posture loses dynamism and elasticity.
musculoskeletal system of the shoulder girdle, and the child is
while working at close range, bows his head low, which in
28in turn leads to a spastic state of accommodative
eye muscles.
The teacher must strictly follow the indications and contraindications.
passion for sports. Limit sporting competitions, raise
weight loss (you can prescribe sports such as swimming without
jumping, rowing, jogging, tennis, etc.).
With high myopia and especially with complications on
fundus, glaucoma, lens subluxation and other contraindications
We are all sports associated with sudden movement of the body and possible
the severity of his concussion, heavy lifting, great physical exertion
yarn
Features of placing children with visual impairments in the classroom
Children with strabismus without amblyopia should sit in the middle row
on any desk, for children with strabismus and amblyopia - in the middle row on
first desks (the lower the visual acuity, the closer to the board). However
it is necessary to take into account the type of strabismus. With convergent strabismus
the student needs to sit as far from the board as possible
visual acuity; with divergent strabismus - on the contrary, how can
closer to the board, despite visual acuity. Children suffering from photophobia
ulcers (with albinism, etc.), should sit as far as possible from wasps
painted windows; you can shade their place with a screen. For cataracts
Children work more successfully away from light. Children suffering from glaucoma
(in the absence of photophobia), on the contrary, they should sit as much as possible
close to lighted windows.
Dark brown and dark colors are installed in classrooms.
green matte boards to avoid glare and sharp contrast
between the surface of the board and the adjacent light surface
Lesson organization
To prevent visual fatigue, it is necessary to strictly regulate
visual work is performed. Duration of continuous vision
There should not be any special work for the visually impaired in the primary grades of schools.
to exceed 10 minutes, and for some children with difficult eye conditions
tology should be less than 10 minutes. For visually impaired schoolchildren
elementary grades, the highest performance is observed in
the second lesson, for high school students - in the second and third lessons. Rabo
The ability varies over the course of a week. Highest performance
the ability is observed on Tuesdays, whereas starting from Thursday it
decreases and reaches a minimum on Saturday.
When conducting correctional classes, you need to take into account the functions
Onal mobility of the retina: increasing its color sensitivity
29 in the daytime (from 13 to 15 hours) and photosensitivity - in the morning
gog when compiling a schedule of classes, distributing software
material, planning and writing notes. For warning
fatigue when demonstrating films, filmstrips, slides
Secondly, when watching educational television programs, it is necessary to provide educational
nicks of visual-nervous comfort.
Duration of continuous use in various lessons
technical teaching aids (films, slides, cinema
films, etc.) is also regulated by hygiene standards.
So, depending on the age and nature of the visual impairment
The recommended viewing duration is from 7 to 30 minutes (1-
2nd grade: 7-10 minutes, 3-4th grade: 10-15 minutes, 5-11th grade: 15-
indoors against the light, against the background of a window. I recommend it to the teacher in clothes
It is possible to use bright colors, which are better perceived by children
com with visual impairments.
Due to the fact that the pace of work of children with visual impairments is slower
line, they should be given more time to complete tasks (especially
especially written ones). Some visual impairments make it difficult for you
the skill of beautiful writing is lacking, so the requirements should be lowered
to the child's handwriting. The school teacher-psychologist is recommended for
classes with such a child aimed at developing writing skills and
stencil drawing, shading skills, orientation in micro
space (on a sheet of paper), development of visual perception, internal
ideas for relieving visual fatigue (visual gymnastics),
inclusion of dynamic pauses in the educational process, which
They are a kind of rest for the eyes.
The teacher should speak more slowly, pose questions clearly, concisely,
specifically, so that children can understand them and think about the content. Next
It’s good not to rush them with an answer, but on the contrary, give them 1-2 minutes to think about it
When conducting classes with children with visual impairments,
it is necessary to create conditions for better visual perception
object, distinguishing its color, shape, placement against the background of other objects
projects, remoteness.
The material must be large, clearly visible by color, outline
ru, silhouette; it must correspond to natural sizes, i.e.
a tire should be smaller than a house, a tomato should be smaller than a head of cabbage
30You need to place objects on the board so that they do not merge into
a single line, a spot, but stood out well separately.
classes, since children with visual impairments require longer,
than normally sighted children, time for visual perception, os
thinking about the problem, reconsidering.
all work at the same time, and show them taking into account the age of the children: de
junior preschoolers - 2-3 objects, senior preschoolers
Nogo - 4-5 objects, junior school 6-7 objects.
On individual lessons children are taught to name consistently
pictures, lay them out in a row from left to right, moving to the bottom
row, return your gaze to the first picture on the left.
Since in children with visual impairments the placenta predominates
tive method of visual perception, then the time for exposure to
of the applied material increases at least twice (compared to
with the norm).
When presenting material related to his tactile examination
tion, the time also increases by 2-3 times compared to
completing a vision-based task.
It is necessary to give a child with visual impairments, possibly
ability to approach the chalkboard and look at what is presented on
her material.
Directions of correctional developmental classes
Protection and development of residual vision and visual development
perception
Under natural living conditions, a child with normal vision
it is exposed to influences systematically and repeatedly
required visual stimulation. There is a significant decrease in vision
significantly limits natural stimulation, as a result of which the child
nok cannot acquire the same sensory-perceptual experience as
normal seeing. Children with low vision are in poor
visual environment, in which the genetic prerequisites for development
perceptions lose their power. Corrective work on visual development
physical perception at this age contributes to significant
improving the sensory basis of cognitive development.
Corrective developmental classes are represented by the following disciplines:
lines, such as: social and everyday orientation, speech therapy, exercise therapy, rit
mica, protection and development of vision and visual perception, development
touch and fine motor skills, development of facial expressions and pantomime,
31metnopractical activities. These items, together with general
educational courses should provide:
Stimulation of sensory-perceptual activity (development of all
forms of perception);
Development of hand motor skills and methods of examination and production
real objects, their images and models;
Development of social skills;
Development of facial expressions and pantomime for blind and visually impaired students
Activation of social needs and development of self-skills
worthwhile work;
Development of cognitive activity and cognitive interests;
Formation of the emotional-volitional sphere and positive qualities
personal honor.
Visual impairment is a category of psychophysical disorders manifested in limited visual perception or its absence, which affects the entire process of personality formation and development. People with visual impairments experience specific features activity, communication and psychophysical development. They are manifested in the lag, disturbance and originality of the development of motor activity, spatial orientation, the formation of ideas and concepts, in the methods of subject-practical activity, in the peculiarities of the emotional-volitional sphere, social communication, integration into society, adaptation to work.
Typhlopedagogy deals with the peculiarities of teaching and raising children with visual impairments.
Education of blind and visually impaired children is carried out in special schools for children with visual impairments. However, for a number of reasons, some parents do not have the opportunity to send their child to such an educational institution, and therefore the child attends a general education school.
A teacher teaching a child with visual impairments needs to know some specific features of correctional work with such children. This will allow him to most effectively organize the process of training and education, create conditions for the formation and comprehensive development of his personality.
Workplace a child with a visual impairment must be properly and sufficiently well lit. Such a child must be seated in the first (near the window) or second (middle) row. In addition, it should be taken into account that a myopic child should be seated closer to the board, at the first or second desk. A farsighted child, on the contrary, needs to be seated further from the board, on the last desk. This is due to the characteristics of the child’s visual anomaly.
The teacher needs to ensure that the child understands the educational material well on the board, in tables, on a map, etc. Therefore, visual aids must be clear, bright, and large enough. If a task for independent work is written on the board, then the teacher must make sure that the child clearly sees and understands what is written there.
It is important to take into account that in children with abnormal refraction (myopia, farsightedness), visual fatigue increases. Therefore, if possible, they should be given in class different types work, i.e. alternate visual work with other types of work. After intensive visual work at the table for 10-15 minutes (reading, writing, drawing, etc.), the child needs to do exercises to relieve visual fatigue.
Considering that it is during the school period that the number of myopic children increases significantly, the administration and the entire teaching staff of the school need to monitor the amount of homework related to visual work.
A necessary condition for teaching a visually impaired child in a public school is to create in him a certain psychological attitude. He must be prepared to overcome difficulties that may arise from time to time. Classmates need to be introduced to the characteristics of such a child and form a friendly attitude towards him. Care should be taken to ensure that the child is not emotionally traumatized by normally sighted students. But at the same time, you should not overprotect the child, since excessive care once again emphasizes his instability.
Including a child with visual impairments in work is a very difficult task for the teacher, for the child himself and for the students. Exists whole line learning features of a child with a visual anomaly, which the teacher must constantly remember. Thus, a visually impaired child reads and writes more slowly than sighted students and will not be able to keep up with the entire class. In this regard, it is advisable to use a voice recorder on which you can record fragments of the lesson. In addition, the teacher must remember that the time for visual work for a visually impaired child is limited (no more than 15-20 minutes).
The organization of frontal work in the classroom deserves special attention. For children with visual impairments, it is necessary to prepare individual cards, texts, and visual aids so that they can take part in the front-line work of the class.
During the educational process, the teacher’s speech plays an important role. It must be clear and precise! expressive. The teacher must pronounce everything he does: writes, draws, demonstrates experience, etc.
Many children with visual impairments have problems communicating with other people. This may be due to the inability to listen to the interlocutor and also to little experience in communication. In such children, speech is often monologue-like, and dialogue in communication fails. In such cases, help is needed
During educational work, the teacher must carefully observe how a student with visual impairments copes with tasks and adapts to working together with normally sighted students. These observations are necessary in order to regulate the student’s workload, increase or decrease the time for solving educational problems.
Requirements for workplace organization
Recommended: a single desk, which can be equipped with an additional individual light source (on the recommendation of an ophthalmologist); permanently attached to the floor; have sides that ensure object stability of the working area. The desk number is selected in accordance with the student’s height, which ensures the ability to maintain the correct posture. The class placement of a visually impaired student is determined in accordance with the recommendations of an ophthalmologist.
Requirements for technical means of comfortable access visually impaired student to education.
For the purpose of comfortable access to education for a visually impaired student, it is necessary to use: a personal computer equipped with everything necessary for a visually impaired student software(including programs that allow you to enlarge the image, change the background, contrast, etc.), adapted (taking into account the special educational needs of the visually impaired) official websites of the public organization.
Requirements for technical training aids
Along with the general technical means used at the initial stage of education, special typhlotechnical (background screen, etc.) and optical (individual optical correction devices, electronic magnifiers, remote magnifiers, pocket magnifiers of various magnifications, etc.) should be used in training the visually impaired. facilitating educational and cognitive activities. Optical and typhotechnical means must be accessible for systematic use and correspond to the visual capabilities of the visually impaired.
Requirements for textbooks and educational supplies
In the process of training the visually impaired, it is necessary to use:
1). special textbooks, created on the basis of textbooks for normally sighted students, but adapted to the visual capabilities of the visually impaired, textbooks: larger in size (16 font), clear, font; bright, colorful, contrasting illustrative and graphic materials; enlarged, simplified (reduced number of objects and details) images .
textbooks that meet the special educational needs of this category of students.
2). educational supplies: pens with black (for writing educational material) and green (for doing graphic work) paste; notebooks in a cage and a ruler, which, if necessary, (must be specially lined); individual didactic materials and visual aids, taking into account the typological and individual visual capabilities of visually impaired students.
Conclusion:
List of used literature
Demirchoglyan G.G., Demirchoglyan A.G. "Special physical education for visually impaired schoolchildren."
Ermakov V.P., Yakunin G.A. Basics of typhlopedagogy. "Development, training and education of children with visual impairments."
Kvasova M. "Vision and heredity."
Comprehensive rehabilitation of children with visual impairments. Guidelines.
Plaksina L.I. Outdoor games for children with visual impairments: Toolkit. - St. Petersburg: Childhood - Press, 2005
Plaksina L.I. Theoretical foundations of correctional work in primary school for children with visual impairments. - M.: City, 1998
Plaksina L.I., Sekovets L.S. Correctional and developmental environment in compensatory preschool educational institutions. - M.: JSC "Elti-kudits", 2006
Rostomashvili L.N. Physical exercises for children with visual impairments: Methodological recommendations. for teachers.
Filchikova L.I., Bernadskaya M.E., Paramey O.V. "Visual impairment in children early age"
Fomicheva L.V. Clinical and pedagogical foundations of teaching and raising children with visual impairments. - St. Petersburg, 2004
Material prepared by: Elena Nikolaevna Belyakova, teacher-defectologist of the first qualification category
Department of Education of the City of Moscow Northwestern District Department of Education State Budgetary Educational Institution of the City of Moscow School No. 1571 preschool department "Rainbow" . Moscow, st. Planernaya, 14, building 4.
Normally, vision becomes important for exploring the world around us in six-week-old babies. From the third month of life, this is the most important sensory channel for receiving information about the environment. If vision is not functioning correctly or is absent, the child must construct his world using information received through hearing, touch, movement, smell and taste. Information received through hearing is different from visual information. Sounds don't form complete image and cannot be perceived a second time. Difficulties arise in establishing contacts even with close adults. Lack of eye contact is perceived by them as a lack of interest. Parents need to learn to hear and communicate with their visually impaired child.
The development of a child with low vision certainly differs from the development of other children, but this only means that such a child needs increased attention from parents and specialists in the field of child development. Experience working with such children shows that the sooner a child receives specialized help, the more prosperous his psychological development will proceed, thanks to the unique compensatory capabilities inherent in each child.
The first stage of the program of individual support for a child with visual impairments is a comprehensive diagnosis of the characteristics of his development. Diagnostics is carried out by a multidisciplinary team of specialists working as part of psychological, medical and pedagogical commissions at various levels (regional and municipal).
It should be noted that if previously the main task of complex psychological, medical and pedagogical diagnostics was to identify such children and send them to specialized educational institutions of a correctional type, then at the present stage, complex diagnostic data are the basis for providing qualified psychological, pedagogical and medical and social assistance to children and their families. Currently, effective measures are being taken to develop a variable education system, the introduction of inclusive education, providing children with developmental disabilities and health problems with the opportunity to receive education in a general education setting. (mass) institutions.
The appearance of such a child in a preschool institution (hereinafter referred to as DOU) places increased demands on all employees. Work on comprehensive psychological and pedagogical support begins from the first days of a child’s stay in a preschool educational institution. Every child with developmental problems can achieve significant success if he is provided with comprehensive diagnostics, treatment, preventive and correctional pedagogical assistance with adequate training and education. The earlier support work begins, the more effective it is. Timely, adequate assistance can change the fate of a child even with serious congenital disorders of psychophysical development.
Understanding how each child is exceptional and in need of assistance, it is important to identify and develop comprehensive, differentiated developmental plans and learning programs that take into account "zones of proximal development" and potential capabilities of the child. For this purpose, a psychological, medical and pedagogical council is being created at the preschool educational institution. (hereinafter PMpk).
Comprehensive support in preschool educational institutions is provided by a system of professional activities "teams" specialists aimed at creating psychological, pedagogical and medical-social conditions for the successful learning and development of each child, regardless of the level of his abilities and life experience in a specific social environment. In the work of PMPPC, there is a search for psychological and pedagogical conditions, types and forms of work in which positive dynamics of the child’s development and the realization of his potential are achieved. Specialists are involved in this at the same time different profiles: teacher-defectologist, teacher-speech therapist, educational psychologist, educator, head of physical education, physician, etc. The result of the consultation is a developed comprehensive program, corresponding to the child’s capabilities, as well as identifying the currently leading problem and the leading specialist. When working with a child as he develops, the role of facilitator at different stages can be played by different specialists.
If a child with a vision pathology appears in a preschool educational institution, a teacher-psychologist can act as a leading specialist, since vision pathology causes a number of difficulties and disorders in the mental development of children if they are not included in the correctional work system in a timely manner.
The primary tasks facing the kindergarten staff are: to teach children how to communicate with such a child; help the child not feel like he belongs "defectiveness" , do not perceive your physical illness as a reason for loneliness and the formation of complexes.
It is important to organize children to play together. A peer is sometimes able to teach what adults are unable to teach. The main thing is that children begin to treat a child with visual impairments as an equal who only needs help. They can help him dress, put on shoes, and navigate the building and premises of the kindergarten. This contributes to the humanization of children’s relationships, the formation in a child with visual impairments of a feeling of care, support, kindness and security.
It is advisable to hire a music worker to work with a child with visual impairments. Music classes are not aimed at solving specific problems of developing certain abilities and skills, but help create conditions that support the child’s natural ability to be creative. These conditions create a rich and varied world of sounds. During the lessons, children get acquainted with musical instruments and master the capabilities of their own voice.
It is important for the teacher to pay attention to creating a diverse subject environment in the group. The child should be given the opportunity to explore and interact with a variety of materials to gain knowledge of the world around them and a variety of sensory experiences. A sighted child sees various objects hundreds of times before he begins to name them. A child with visual impairment also needs life experience to develop ideas about the world around him. The concept of space, thought out from the point of view of the ability to navigate in it, is a necessary condition for a child with visual impairment to learn to move independently, otherwise walking becomes a function dependent on the help of an adult.
The child must receive a sufficient number of impressions that ensure the active state of the cerebral cortex and contribute to his mental development . Therefore, for effective development it is necessary to provide various sensory stimuli and conditions for motor activity: sensory corners, winding, sounding toys made from different materials, space for outdoor games with peers, children's audio books, etc.
A psychological and pedagogical problem in organizing external space can be individual differences in children’s preferences and the peculiarities of the formation of basic affective regulation. Levels of affective regulation are involved in the process of adaptation of the body to the outside world and play a crucial role in determining the completeness and originality of a person’s sensory life. Some children may have dysfunction of one level or another, manifested in increased or decreased sensitivity to certain influences external environment. For example, with hypofunction of the level of affective plasticity (this level determines the body’s adaptation to the outside world and provides emotional comfort) the child is acutely sensitive to the intensity of sensory stimuli - sound, tactile sensations, and sensitive to changes in external space. In this situation, the teacher should avoid excessive saturation of the external space with bright and intense stimuli. (abundance of toys, loud music and so on.) .
Accompanying a family with a child with visual impairment is becoming one of the areas of comprehensive psychological, pedagogical, medical and social assistance. Within the framework of this direction, individual consultations are organized for parents and family members on issues related to the individual characteristics of the child and the conditions for his optimal development, as well as joint child-parent classes that contribute to the formation of closer contact between parents and their child, and the parents’ mastery of methods and techniques of education. Experience shows that specially organized classes for children with developmental problems and their parents generally give positive results and contribute to the harmonious development of pupils. This is also greatly facilitated by the integration of such children into the educational process of kindergarten .
In the process of individual consultations between a psychologist and parents, many personal problems in which the parent of a child with developmental disabilities is immersed are worked out. As a result of the psychologist's work with the family of a disabled child, his position in the family should change. From requiring constant care and guardianship, he turns into a child who has certain household responsibilities. Parents, feeling the support of the kindergarten staff and interest in the fate of their child, gain hope and confidence in the future .
- Semenovich A.V. Introduction to childhood neuropsychology. – M.: Genesis, 2005.
- Lebedinsky V.V., Nikolskaya O.S., Baenskaya E.R., Liebling M.M. Emotional disorders in childhood and their correction. – M., 1990.
- Tatarova S.P. Rehabilitation of disabled children through the organization of joint activities and communication with their healthy peers. //Journal Bulletin of psychosocial and correctional rehabilitation work. – 2005. - No. 2.
- Savina E.A., Maksimenko O.V.. Psychological help parents in raising children with developmental disabilities. – V.: VLADOS, 2008.
The article identifies some problems in the development of the personality of a preschooler with visual deprivation and ways to solve them in a compensatory preschool educational institution.
The personal structure of a person is made up of various integrative mental formations that develop during life, and each of which is assimilated into personality qualities in life.
The formation of all mental formations is influenced by a number of factors:
- biological (genetic conditioning, type of nervous activity, somatic health)
- abnormal (damages to the analyzing system, brain, central nervous system, physical defect)
- social (child’s society, family and parent-child relationships, educational environment in preschool educational institutions).
Let us consider the main mental formations and the features of their development in children with visual impairments.
1. Motivational mental formations: needs, motives, drives, desires, inclinations, interests, intentions and attitudes. These psychological components motivations are assimilated into such personality qualities as determination, conviction, curiosity, breadth and stability of interests.
The psychological components of motivation begin to form from birth. Of course, in the first months of his life, a child experiences primarily physiological needs that are essential for physical survival. (food, air, physical activity, sensory stimulation). And there is no way to talk about the existence of any motives for him. However, it is precisely the period of infancy that is extremely important for the formation of the further development of the entire motivational complex of a person. Until the age of two, a child experiences not only basic physiological needs, but also pronounced needs for affiliation, security, and new experiences. Researchers say that during this period the first harbingers of the achievement motive appear. And it begins to develop at 2.5-3.5 years. By about the age of 4, dominant attitudes appear: for some, prestigious ones (selfish), for others - altruistic, for 3, aimed at achieving success. From the age of 5-6 years, gender and individual differences in achievement motivation begin to appear. From this age, truly motivational forms of behavior aimed at achievement arise. The child's diverse interests begin to acquire relative stability. As a result, the child’s motivational sphere begins to take shape. Children with visual impairments may have some changes in the dynamics of needs, for example, underdevelopment of perceptual needs associated with difficulty in satisfying them. There is also a narrowing of the range of interests due to limitations in the sphere of sensory reflection. The spontaneous development of needs in the blind and visually impaired leads to the dominance of organic needs. As the most easily satisfied. Overvaluation and lack of attention from parents and others have an unfavorable impact on the formation of character.
(qualities such as fear of new things, lack of curiosity, determination can be formed). The position of a teacher who offers himself as the only role model extinguishes children's curiosity.
2. Affective mental formations are a reflection of experiences of subjective significance and an assessment of the external and internal environment of the body. Affective mental formations manifest themselves in the form of emotional reactions, feelings, moods, affects, stress and frustration, assimilated into cheerfulness, impressionability, emotional stability, empathy: humanistic (compassion, empathy, pity), egocentric (concern for oneself, for example, sadness in response to joy or indifference).
A number of factors have a negative impact on the development of the emotional sphere of children with visual impairments. Primary emotional disorders are caused by disruption of the nervous system as a result of its perinatal pathology. To disorders of the emotional-volitional sphere in the form of moral and ethical deviations (rudeness, viciousness, cruelty) give syndromes of damage to the ANS; Asthenic syndrome leads to stable behavioral reactions: capriciousness, emotional instability, explosiveness, malice, etc. Secondary emotional disorders are associated with a narrowed sphere of sensory reflection and cognition. They manifest themselves in the poverty of emotions, in the weakness of the manifestation of individual emotions, in the difficulty of their external expression. (in the blind and visually impaired there may be an absence or severe limitation of the external manifestation of internal states), children do not always correctly perceive their partner’s facial expressions, etc. Such emotional disturbances most often manifest themselves in difficulties in establishing interpersonal relationships, in self-realization, etc. And with improper upbringing, negative qualities are formed: indifference to others, spiritual callousness.
3. Temperamental mental formations. Temperament is an integrated mental formation of neurodynamic and psychodynamic properties. It is biologically determined and innate. Therefore, in correctional work it is necessary to rely on the strengths of temperament and prevent the emergence of undesirable qualities: uncertainty, anxiety, fearfulness, isolation, incontinence, etc. With extreme disharmony of educational influences and temperamental characteristics, it can lead to serious behavioral disorders, leading to nervous breakdowns and diseases. For example, constant "race" in accelerating the pace of activities in the classroom (or in daily activities), may cause him to have a negative attitude towards learning. Reduced cognitive interests. negativism, stubbornness. Another example: in the learning process, under favorable conditions, psychological anxiety can become the basis for the child’s development of responsibility and organized activity. It is important for adults to move from simple adaptation to the child’s individual characteristics to tactics for developing his self-regulation, self-management of the child’s dynamic behavioral activity.
4. Regulatory mental formations: self-regulation, self-control, will and attention are assimilated into such personality qualities as attentiveness, perseverance, willpower, courage, determination, confidence, independence, responsibility. The development of regulatory mental formations can be negatively affected by disturbances in the activity of the central nervous system and speech underdevelopment (language acquisition is a means of organizing voluntary actions, for example, a child, reaching out to a forbidden object, says to himself "it is forbidden" and removes his hand.), difficulties of visual reflection and poverty of sensory experience, as well as a social environment that does not train the child in volitionally overcoming difficulties. In particular, this is overprotection and hypoprotection on the part of adults, which results in: impulsive behavior, suggestibility, negativism, stubbornness, and lack of independence.
5. Sensory perceptual mental formations - these sensations and perceptions are assimilated into sensitivity, vulnerability, observation, receptivity. According to typhlopsychological studies, sensations and perceptions, being strictly dependent on the depth and nature of the defect, the time of its appearance, at the same time, develop on the basis of nervous mechanisms identical to those of sighted people. Perception disturbances may be caused by difficulties in the development of other integral mental formations that arise against the background of developmental anomalies or unfavorable living conditions.
6. Mnemonic mental formations can be assimilated into forgetfulness or memory, ease or difficulty in reproducing material. Individual characteristics of children's memory depend on the characteristics of GNI, the level of development of individual memory processes, and the characteristics of upbringing and training. Difficulties in visual reflective activity against the background of visual impairment cause a decrease in the volume of operational short-term memory and slow down the development of memorization processes. Memorization is influenced by the degree of expression of emotions (their weakness or their excessive manifestation, both positive and negative). Central nervous system diseases (cerebro-asthenic syndrome, VSD, cerebral organic failure, etc.) negatively affect memory processes.
7. Intellectual mental formations: thinking (basic component of intelligence) and imagination are assimilated into intelligence, prudence, foresight, resourcefulness or stupidity. Brain lesions and speech disorders certainly have a negative impact on the development of intellectual mental formations. Visual sensory-perceptual impairments slow down and complicate the development of mental operations. The family can have an adverse influence on the formation of intellectual qualities. With dominant overprotection or abandonment of the child, they can develop in the absence of curiosity and a sense of the new. Also, if a teacher offers himself as the only role model, this discourages interest in cognitive tasks, extinguishes children's curiosity, and weakens the manifestations of intellectual mental formations.
8. Reflective mental formations require a special focus on the activities of one’s own soul and can be assimilated into conscientiousness, spirituality, sincerity, tolerance, conviction, dedication, decency, and selfishness. Reflection will not develop in children and adults unless he shows a tendency to reflect on himself and does not pay special attention to his own thoughts. internal processes. One of the manifestations of reflexive psychological education is: Self-concept, as a basic component of individual consciousness. The formation of a child’s self-concept at the earliest stage of his development occurs under the influence of communication with adults. I will briefly outline the formation of the self-concept in childhood: consciousness of one’s body (3-8 months), expression of attitude towards other people (7-8m.), external image (recognizes himself in the mirror - 8 m.), learns about belonging to a specific gender (1.5 years), orientation towards social norms in one’s behavior (about 2 years). Neuroses such as neuroasthenia and hysterical neurosis have a negative impact on the self-concept (fear of being the wrong person, no one). With improper upbringing, negative qualities are formed - zgoism, spiritual callousness, self-centeredness, indifference to others.
9. Psychomotor mental formations: motor abilities, motor skills and speech, body diagram. Visual-motor coordination is assimilated into coordination, plasticity, and dexterity. Visual impairment has a serious impact on the development of psychomotor skills. Spatial orientation becomes difficult, the formation of motor skills is delayed, and motor and cognitive activity decreases. Due to the difficulties of visual imitation, mastering spatial concepts and motor actions, the correct posture when walking, running, and natural movements is disrupted; coordination and accuracy of movements are disrupted in outdoor games. Incorrect parenting styles have a significant impact on psychomotor development: overprotection, in which initiative is suppressed. The desire for independence; and hypoprotection, manifested in indifference, indifference to needs; reminders of physical disability.
10. Creative mental formations: intelligence, divergent thinking. Giftedness, talent. genius, as well as special abilities at the personal level, are assimilated into originality, resourcefulness, and initiative. The development of creativity depends on the level of the cognitive sphere, voluntariness of activity and behavior, freedom of activity (manifests itself in: initiative: the child himself looks for ways to achieve the goal, chooses the means himself), awareness. The family has a great influence on the development of creativity. High levels of creativity in children do not guarantee their creative achievements. Among the conditions that stimulate the development of creative thinking are: situations of incompleteness, encouragement of many questions, stimulation of responsibility and independence, etc. Those educators who, in order to achieve their goals, have a negative impact (raising obedient smart performers) use methods of influence such as shouting, diktat, punishment. Then the development of abilities in children is blocked.
11. Communicative mental formations are a socio-psychological component in the structure of the psyche, formed in the process of interaction of people with each other. Speech and language are the basis of communicative speech mental formations, which are assimilated into sociability, tactfulness, understanding, and literacy. An abnormal factor in the form of visual impairment also affects the child’s communication sphere. Such a child cannot always correctly understand the partner’s facial expressions, which can cause misunderstanding of each other. Children who often experience frustration withdraw from communication. With deep visual defects in children, in conditions of limited contacts, children experience a decreased background mood, asthenic features (often with symptoms of hypochondriasis), isolation, a tendency to become autistic, as a result of difficult contacts.
The main negative factor in the development of communicative mental formations is the violation of parent-child relationships, manifested in parenting styles: rejection (children become "clogged" , withdrawn, timid, touchy, or aggressive), hypersocial upbringing, then violent aggression is possible, or isolation, isolation, emotional coldness, anxious and suspicious upbringing (the child is distrustful of others). The neurological factor also has a negative impact on the communication sphere (speech disorders, attention deficit disorder, hyperactivity, etc.)
12. Moral mental formations are a product of socio-psychological interaction between people, a reflection of a person’s subjective relationship to people and other objects of the external world. From them personal qualities are formed related to the attitude towards people: justice, kindness, responsibility, cooperation, generosity, selflessness. It is known from typhlopsychology that vision pathology does not have a direct impact on the formation of moral qualities. With improper upbringing, both excessive guardianship and lack of attention, abandonment of the child, such negative qualities as self-centeredness, selfishness, lack of a sense of duty and camaraderie are formed. If a teacher uses such methods as shouting, dictate, punishment to achieve his goals, then this leads not only to the suppression of the development of abilities, but also to the emergence of double morality in children. Paramount importance in formation personal qualities The family and social factor are of paramount importance.
Thus, all of the above allows us to highlight the following areas of support: personal development a child with visual impairment in a preschool educational institution:
- psychocorrection
- pedagogical correction
- socialization
- interaction with family
Psychocorrection allows you to eliminate violations and behavioral disorders, affective psychological formations, gross violations in the cognitive sphere, as well as disorders in the communicative sphere. A psychologist must correct the problematic development of these mental formations by working with children on specific skills of interaction with peers and adults, developing deficit functions, nurturing self-regulation through training exercises, relaxation, as well as by training parents and teachers in behavioral programs. At the same time, the teacher must create conditions for leveling the child’s problematic behavior, conditions for the demand in his life for corrected mental formations and emerging personal qualities.
Pedagogical correction is designed to correct sensory-perceptual, psychomotor, communicative and mental disorders, as well as speech disorders. Pedagogical correction should be simultaneously carried out by: a teacher-defectologist (typhlopedagogue), speech therapist and educator. At the same time, the goal of a teacher-defectologist is the correction and prevention of secondary disorders, the socialization of children with visual impairments through the development of deficit functions. Training in perceptual, cognitive, subject-practical, communicative actions and skills, formation of compensatory mechanisms. The goal of a speech therapist is the correction and development of speech, its functions and types, the goal of the teacher’s work is the automation and improvement of corrected mental education in conditions of frequent joint games with children, in compliance with a physical activity regime and the creation of a subject-spatial environment for productive creative activity.
Socialization in the educational process has a direct impact on moral, creative, reflexive, regulatory, communicative-speech and psychomotor mental formations. Teachers and other specialists should contribute to the individualization of the child’s personal manifestation. This can be ensured by creating an educational environment that satisfies the personal needs of children in cognition, by using a position of cooperation and interaction with the child, by involving children in transformative activities and universal human values. When interacting with children, it is also necessary to use techniques for enriching and preserving life experience, techniques for developing voluntary attention and coordination of movements, creating situations for overcoming obstacles and applying effort, situations for the child to choose alternatives, and also maintain motor activity.
Interaction with the family allows you to adjust motivational, affective, intellectual and reflective mental formations. To do this, it is necessary, through the efforts of preschool educational institutions specialists, to improve the educational function of the family by studying the educational potential of specific families, educating parents on educational methods and training them in behavioral programs within the framework of consultations with specialists.
So, based on the above, it can be noted that the multicomponent personality structure requires an integrated approach from specialists to support the personal development of a child with visual impairment. Only through the joint actions of teachers and preschool specialists can the normal formation and development of each mental formation in children with visual impairments be ensured and their subsequent assimilation into positive personality traits.
Individual support program for a child with visual impairments as part of an adapted educational program
Compiled by Abramova N.Yu. teacher-psychologist MCOU Bobrovskaya secondary school No. 2
according to the advanced training program forsupport specialists: speech pathologists, educational psychologists, speech therapists, tutors, social educators, implemented as part of the training activities of the State Program “Accessible Environment”
Content
Introduction…………………………………………………………………………………..1
Chapter 1. Theoretical aspects problems of psychological and pedagogical support for a child with visual impairment…………………………………3
Chapter 2. Psychological and pedagogical support for people with visual impairment...11
Conclusion…………………………………………………………………………………14
List of references………………………………………………………..15
Introduction
Today in Russia, regional models of inclusive teaching practices are actively being formed. This means that children with special educational needs (children with disabilities, developmental disabilities) will be able to be included in the general educational process. Receiving education for children with special educational needs is one of the main and integral conditions for their successful socialization, ensuring full participation in the life of society, and effective self-realization in various types of professional and social activities.
Inclusive education is a new stage in the development of education in general; it is a progressive way of learning that has great prospects in modern society. Many rightly believe that inclusion is the best way of individualization in education, since each child is individual and requires a truly special approach. In the conditions of inclusive education, a child with a disability feels equal among equals, and it is easier for him to enter ordinary life. In addition, joint education of children with developmental disabilities and children without such disabilities contributes to the formation of a tolerant attitude towards people with disabilities and members of their families. Inclusive approaches ensure equal opportunities and exclude discrimination against children with disabilities and developmental disabilities when receiving education.
The Federal Law on Education in the Russian Federation proclaims the principle of access to quality education without discrimination by persons with disabilities, including on the basis of special pedagogical approaches, the most suitable languages, methods and means of communication for these persons, through
organization of integrated and inclusive (joint) education
persons with disabilities.
Chapter 1. Theoretical aspects of the problem of psychological and pedagogical support for a child with visual impairment
An analysis of the causes of visual impairment shows that in 92% of cases, low vision and in 88% of cases of blindness are congenital. At the same time, among the causes of childhood blindness, there is a noticeable trend of increasing frequency of congenital anomalies of the development of the visual analyzer: in 1964 - 60.9% of such anomalies (data from M.I. Zemtsova, L.I. Solntseva); in 1979 - 75% (A.I. Kaplan); r 1991 - 91.3% (L. I. Kirillova); in 1992 - 92% (A.V. Khvatova). Congenital diseases and developmental abnormalities of the visual organs can be the result of external and internal damaging factors. Approximately 30% of them are of hereditary nature (congenital glaucoma, optic atrophy, myopia (FOOTNOTE: Myopia - myopia).
Blindness and profound visual impairment cause deviations in all types of cognitive activity. The negative impact of visual impairment manifests itself even where, it would seem, this defect should not harm the child’s development. The amount of information the child receives decreases and its quality changes. In the field of sensory cognition, the reduction of visual sensations limits the possibilities of forming images of memory and imagination. From the point of view of qualitative features of the development of children with visual impairments, one should first of all point out the specificity of the formation of psychological systems, their structures and connections within the system. Qualitative changes occur in the system of relationships between analyzers, specific features arise in the process of forming images, concepts, speech, in the relationship between figurative and conceptual thinking, orientation in space, etc. Significant changes occur in physical development: the accuracy of movements is impaired, their intensity decreases.
Consequently, the child develops his own, very unique psychological system, which is qualitatively and structurally not similar to the system of a normally developing child.
Attention
Almost all qualities of attention, such as its activity, focus, breadth (volume, distribution), the ability to switch, intensity, or concentration, stability, are influenced by visual impairment, but are capable of high development, reaching and sometimes exceeding the level of development of these qualities in sighted people. Limited external impressions have a negative impact on the formation of attention qualities. The slowness of the process of perception, carried out using the sense of touch or a disturbed visual analyzer, affects the rate of switching of attention and manifests itself in the incompleteness and fragmentation of images, in a decrease in the volume and stability of attention.
To successfully perform a particular type of activity, the development of the appropriate properties of attention is required. Thus, during educational activities, an important condition is the arbitrariness of the organization of attention, focus on educational material when performing tasks, the ability not to be distracted, i.e. development of concentration and stability of attention.
At the same time, in such specific activities as spatial orientation, as well as in work activities, the condition for efficiency and effectiveness is the distribution of attention, the ability to switch it in accordance with the solution of specific practical problems. For the blind and visually impaired it is necessary to compensate for visual impairment
actively use information coming from all intact and damaged analyzers; concentrating attention on the analysis of information received from one of the types of reception does not create an adequate and complete image, which leads to a decrease in the accuracy of orientation and work activity.
The limited information received by partially sighted and visually impaired people determines the appearance of such a feature of their perception as schematism of the visual image. The integrity of the perception of the object is violated; the image of the object often lacks not only minor, but also certain details, which leads to fragmentation and inaccuracy of the reflection of the surrounding environment. Violation of integrity determines the difficulties of forming the structure of the image, the hierarchy of object features. For the normal functioning of visual perception of a fact, constancy, i.e. the ability to recognize an object regardless of its position, distance from the eyes, i.e. from the conditions of perception. For the visually impaired and partially, the zone of constant perception narrows depending on the degree of visual impairment.
Visual impairments inhibit the full development of cognitive activity of blind and visually impaired children, which is reflected in both the development and functioning of mnemonic processes. At the same time, technological progress and modern conditions of education, life and activity of the blind and visually impaired are placing ever more stringent demands on their memory (as well as on other higher mental processes), related both to the speed of mnemonic processes and to their mobility and strength of the resulting connections.
With visual impairment, the rate of formation changes
temporary connections, which is reflected in an increase in the time required to consolidate connections and the number of reinforcements. In the work of L.P. Grigorieva, devoted to the study of the connection between visual perception and mnemonic processes in partially sighted schoolchildren, it is shown that in these children, along with more for a long time recognition of visual stimuli, there is also a decrease in the volume of operational, short-term memory, which changes depending on changes in the background, color of visual stimuli, and, very importantly, there is a direct dependence of mnemonic processes on the degree of formation of the properties of visual perception.
We can say that such profound visual impairments, blindness and low vision, influence the formation of the entire psychological system of a person, including personality. In the typhlopsychological literature, the description of the emotional states and feelings of the blind is presented mainly by observation or introspection (A. Krogius, F. Tsekh, K. Bürklen, etc.). A person’s emotions and feelings, being a reflection of his real relationships to objects and subjects that are significant to him, cannot help but change under the influence of visual impairments, in which the spheres of sensory cognition are narrowed, needs and interests change. Blind and visually impaired people have the same “nomenclature” of emotions and feelings as sighted people, and show the same emotions and feelings, although the degree and level of their development may be different from those of sighted people (A. G. Litvak, B. Gomulicki, K Pringle, N. Gibbs, D. Warren). A special place in the occurrence of severe emotional states is occupied by the understanding of one’s difference from normally seeing peers, which arises at the age of 4-5 years, understanding and experiencing one’s defect in adolescence, awareness of limitations in choosing a profession, a partner for family life in adolescence. Finally,
a deep stressful state occurs with acquired blindness in adults. Persons who have recently lost their sight are also characterized by reduced self-esteem, a low level of aspirations, and pronounced depressive components of behavior.
New mental formations are formed in activity; it creates a zone of proximal development of the child. Children with profound visual impairments are characterized by a slow development of various forms of activity. Children need specially targeted training in the elements of activity and, mainly, in its executive part, since the motor sphere of blind and visually impaired children is most closely connected with the defect and its influence on motor acts is greatest. In this regard, the active and developing role of leading activity extends over time. For example, in preschool age, the interchangeable forms of leading activity for the blind are object-based and play (L. I. Solntseva), and in primary school age - play and learning (D. M. Mallaev). At the age of up to three years, there is a significant lag in the mental development of children with visual impairments due to secondary disorders that arise, manifested in inaccurate ideas about the world around them, in underdevelopment of objective activities, in slowly developing practical communication, in defects in orientation and mobility in space, in general development of motor skills.
The formation of educational activity in blind and visually impaired primary schoolchildren is a long and complex process. The basis of this process is the formation of readiness to consciously and intentionally acquire knowledge. At the initial stage, learning is a still unconscious process serving the needs of other species.
activities (game, productive activity), and their motivation is transferred to the acquisition of knowledge. Learning at the first stages does not have educational motivation. When a blind child begins to act out of interest in new forms mental activity and he develops an active attitude towards the objects of study, this indicates the emergence of elementary cognitive and educational motives. Children develop a special sensitivity to assessing the results of learning, a desire to correct their mistakes, and a desire to solve “difficult” problems. This indicates the formation of educational activity. But it still quite often takes place in the form of a game, albeit of a didactic nature.
L.S. Vygotsky considered the child’s acceptance of the adult’s demands as the main point that determines and characterizes learning activities. L. S. Vygotsky called the system of requirements for a child the teacher’s program. In early childhood, the child is not subjectively aware of this program, but gradually, towards the end of the preschool period, he begins to act according to the adult program, i.e. it also becomes his program. Thus, the demands put forward by the teacher become the child’s demands on himself.
The organizational and volitional side of educational activity is the most important in compensating for visual impairment. It is the blind person’s activity in cognition, the ability to achieve results, despite significant difficulties in the practical implementation of the activity, that ensure the success of its implementation.
Children with visual impairments have a complex subordination of motives, from the more general - to study well, to the specific - to complete the task. Readiness to carry out educational activities is manifested in
emotional-volitional effort, in the ability to subordinate one’s actions related to completing a task to the teacher’s requirements. There is no difference in this between the blind and the sighted. Differences arise in the implementation of the process of educational activity itself: it proceeds at a slower pace, especially in the first periods of its formation, since only on the basis of touch or on the basis of touch and residual vision is the automaticity of the movement of the touching hand, control over the course and effectiveness of the activity developed.
Purposefulness and the ability to regulate one’s behavior, associated with the ability to overcome obstacles and difficulties, characterize a person’s will. Will plays an important role in the self-determination of the personality of the blind and visually impaired and his position in society. These people have to overcome greater difficulties than sighted people in learning and acquiring the same volume and quality of professional knowledge. In typhlopsychology, there are two opposing views on the development of will in persons with visual impairments. In accordance with one view, blindness has a negative impact on the development of volitional qualities; adherents of another view argue that overcoming difficulties forms a strong, strong will.
The formation of volitional qualities of blind and visually impaired children begins from an early age under the influence of an adult educator. There are practically no experimental typhlopsychological studies of will. Only the formation was studied structural components will, such as motivation in preschoolers and schoolchildren, arbitrariness in operating with ideas, and the development of self-control.
The volitional qualities of a blind child develop in the process of activity,
characteristic of each age and corresponding to the potential, individual capabilities of the child. Motives of behavior formed adequately for his age and level of development will stimulate his activity.
The complication of motives contributes to the transition to increasingly complex and socially significant forms of activity in the children's team. Motivation plays a stimulating role in the formation of work skills.
[ 8, p. 67-85].
Chapter 2. Psychological and pedagogical support for people with visual impairments
Stages of drawing up an individual child development program
Purpose of the preliminary stage of work
– collection of information about the child.
Purpose of the diagnostic stage
: - study of the emotional and personal characteristics of the child, his status, zones of current and immediate development are determined.
The purpose of the correctional and developmental stage:
- improving the mental state of students, correcting the emotional-volitional and cognitive spheres, receiving assistance in socialization and career guidance, timely organization of therapeutic and recreational activities.
Purpose of the final stage
– analysis of the results of the effectiveness of psychological, pedagogical and medical-social support for students in a boarding school, child adaptation, correctional and developmental work, etc.
Work dynamics
1. Identifying the child’s current problems.
2. Development of ways of support and correction.
3. Drawing up an individual support program (adaptation, prevention, etc.).
4. Implementation of the planned program.
Drawing up an individual development program (psychological-pedagogical and medical-social support, adaptation, preventive or correctional-developmental) will help the speech therapist, educational psychologist, social teacher and educator effectively implement the program content.
Golikov Alexey born in 2008
The level of development of the cognitive sphere is average. Slow pace of learning activities. The level of voluntary attention is low.
The purpose of psychological support
involves correction and psychoprophylaxis of the child’s personal (emotional, cognitive, behavioral) sphere.
Tasks:
acquiring communication skills:
development of spatial orientation;
development of independence;
form an adequate idea of yourself, your abilities and capabilities;
improve your social status;
develop the need for communication and interaction with adults and peers;
development of school motivation and the ability to stay within school rules.
Forms of work:
Fairy tale therapy , where psychological, therapeutic, developmental work is used. The story can be told by an adult, and it can be a group story, where the storytellers can be a group of children.
Play therapy - classes can be organized unnoticed by the child, through the inclusion of a psychologist-educator in the process of play activity. Play is the most natural form of a child’s life. In the process of play, the child’s active interaction with the world around him is formed, his intellectual, emotional-volitional, and moral qualities are developed, and his personality as a whole is formed. Role-playing games help correct the child’s self-esteem and form positive relationships with peers and adults. The main goal of dramatization games is also to correct the child’s emotional sphere.
Relaxation – depending on the child’s condition, a calm relaxation is used. classical music, sounds of nature, watching animals, using a dry pool.
Sand therapy – classes are conducted using a sand and water center.
Psycho-gymnastics - includes rhythm, pantomime, games to relieve tension, development of the emotional and personal sphere. Games “My Mood”, “Happy - Sad”, etc.
Art therapy is a form of work based on the visual arts and other forms of working with a child. The main goal is to develop the child's self-expression and self-knowledge. Children's drawings not only reflect the level of mental development and individual personal characteristics, but are also a kind of projection of personality. Doodles representing the initial stage children's drawing and show both the age-related dynamics of drawing development and individual personality characteristics
Folklore. Modern researchers of folklore emphasize the deep socio-pedagogical potential.
Conclusion
When creating a special educational environment in an inclusive educational organization for any category of persons with disabilities, both developmental deficiencies common to all people with special educational needs and features characteristic only of children with visual impairments are taken into account.
Working with a visually impaired child should include not only individual work, but also group work. A child included in a team receives an incentive for further work. In addition, the child learns to communicate, sympathize with others, and provide support. Thus, his status increases, the child begins to believe in himself.
Bibliography
1. Grigorieva L.P. Psychophysiological studies of visual functions of normal and visually impaired schoolchildren. - M.: Pedagogy, 1983.
2. Grigorieva L.P. Features of visual recognition of images by visually impaired schoolchildren // Defectology. 1984. - No. 2. P. 22-28.
3. Grigorieva L.P. Psychophysiology of visual perception of visually impaired schoolchildren: Author's abstract. dis. . Doctor of Psychology Sci. 1985. - 28 p.
4. Grigorieva L.P., Kondratyeva S.I., Stashevsky S.B. Perception of color images in schoolchildren with normal and impaired vision // Defectology. 1988. - No. 5. - P. 20-28.
5. Grigorieva L.P. On the system of development of visual perception in visual impairments / Psychological Journal. 1988. T. 9. - No. 2. - 97-107 p.
6. Ermakov V.P., Yakunin G.A. Development, training and education of children with visual impairments - M., 1990.
7. Zemtsova M.I. Features of visual perception in severe visual impairment in children // Special school: Vol. 1 (121) / Ed. A.I. Dyachkova. -M.: Education, 1967. P.89-99.