TO blind These include children with visual acuity from 0 (0%) to 0.04 (4%) in the better seeing eye, corrected with glasses. Blind children practically cannot use their vision in orientation and cognitive activities.
Visually impaired children are children with visual acuity from 0.05 (5%) to 0.4 (40%) in the better seeing eye, corrected with glasses.
Children with low vision, or children with borderline vision between low vision and normal, are children with visual acuity from 0.5 (50%) to 0.8 (80%) in the better seeing eye, corrected with glasses.
In the absence of vision, there is some general lag in the development of a blind child compared to the development of a sighted child, which is due to less activity in learning about the world around him. This manifests itself in both physical and mental development. The periods of development of blind children do not coincide with the periods of development of sighted children. Until a blind child develops ways to compensate for his blindness, the ideas he receives from the outside world will be incomplete and fragmentary, and the child will develop more slowly.
Functions and aspects of the personality that suffer less from the lack of vision (speech, thinking, etc.) develop faster, although in a unique way, others (movements, mastery of space) - more slowly. The lack of visual control over movements complicates the formation of coordination.
Changes in the sphere of external emotional manifestations are noted in blind and visually impaired children. All expressive movements (except for vocal facial expressions) are weakened with profound visual impairment.
Knowing these characteristics of children with visual impairments and their causes, it is necessary to create the most favorable conditions for their education in an educational institution in order to prevent possible secondary deviations.
If there is a child with visual impairment in the class
It is necessary to clearly dose the visual load. 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 10–15 minutes.
It is important to choose an optimally lit workplace where the child can see the board and teacher as much as possible, for example, the first desk in the middle row. 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. 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.
You should pay attention to the number of comments that will compensate for the impoverished and sketchy visual images. Special attention one should pay attention to the accuracy of statements, descriptions, instructions, without relying on gestures and facial expressions. The teacher's speech should be
expressive and precise, he needs to pronounce everything he does, writes or draws.
Call each speaker by name to make it clear who is speaking.
Use larger and brighter ones visual aids, large font. When using a board, the notes should be contrasting, the letters
large. When writing, it is better to use colored markers for the most important points in the recorded material.
Build support from other modalities. For example, since the speed of writing and reading of a blind or visually impaired person is slower than that of a normally sighted person, a voice recorder can be used to record important parts of the lesson. The child can learn through touch or hearing with touch, and be able to touch objects. So, in mathematics lessons you can use abacus.
The child must be able to navigate in space: know the main landmarks of the room where classes are held, 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.
It is important for a child to 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 that corresponds to his capabilities ( Children with developmental disabilities. Methodical manual, ed. N.D. Shmatko. M.: Aquarium, 2001).
Musculoskeletal disorders,
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 limited active vocabulary, there are some difficulties in correlating the word and the image of the 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 should be formed towards such a student. 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 in the surrounding children - a condescending attitude.
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 aspects of his 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 red, orange, yellow, stands that allow you to view objects in a vertical position;
6. One of important tasks teachers - inclusion of blind and visually impaired students 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 that 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).
Pedagogical support for a child with visual impairment.
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 prosperous it will be. psychological development, thanks to the unique compensatory capabilities inherent in each child.
Implemented in at the moment Inclusive education and upbringing 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 cooperation 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). increasing visual acuity.
5. Development of speed, completeness and accuracy of visual examination of objects and images.
We will present to you some activities used by kindergarten teachers to successful development children, regardless of their level of competence development and life experience:
Compliance with the requirements for wearing an occluder and glasses.
Using ophthalmic simulators to relieve visual fatigue and exercise vision, develop visual perception and spatial orientation.
Correction of touch and fine motor skills with the help of games: “Arrange by color and shape”, “Assemble a pattern”.
Using exercises such as superimposing one image on another, tasks on stringing beads, tracing contour images through tracing paper, and laying out mosaics.
Exercises are included to develop visual perception (to highlight the shape, color, size and spatial position of objects). For example, “Find the same object”, “Pick up identical objects”, “What is closer and further from you”, “Make a whole from parts”, etc.
Development of oculomotor functions through games such as “Roll the ball into the goal”, “Hit the target”, etc.
More attention is paid to the development of memory and attention.
Developing pupils' sensitivity to sounds environment necessary for the development of auditory attention.
Individual work to develop skills - technical and artistic, in drawing.
Introducing the child into various types of children's activities: play, learning, work and dosing content in accordance with his cognitive capabilities.
Educational material is offered in accordance with the level of cognitive abilities and performance, based on the “zone of proximal development” and the prospect of social adaptation.
As you become tired in the process of organized learning activities, rest is given until the lesson is stopped.
The child is offered boxes with natural materials, tactile boards, containers, bags, which is necessary for active stimulation and development of tactile and tactile-kinesthetic functions.
There is a logical connection between individual and differentiated work aimed at adapting the child to the surrounding reality and preparing for successful schooling.
Involving children in theatrical and musical activities.
Use of ophthalmological requirements when working with visibility.
With the help of these directions in work to support children with vision pathology, it is achieved positive dynamics in the child’s competence development, his potential, preparation for stress-free learning in primary school.
accompanying children with visual impairments
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Creating conditions for psychological activities, games
sensory
the development of attention, the development of imagination, and arbitrariness of behavior is an effective means of preserving the psychological and physical health and performance of a preschooler.
Result.
Special child
Maximum comfort in a kindergarten setting.
Realization of oneself in various types activities.
Experiences success. the joy of communicating with peers and adults.
Vision in children plays a particularly important role, since in the process of growth, each child develops and is formed as a person based on the
he sees in what quality he visually perceives objects, objects and phenomena.
Conditions for psychological support
Creating favorable conditions for a child to stay in kindergarten.
Organization of meaningful communication with peers.
Drawing up individual correctional and developmental routes.
Inclusion of a “special” child in a variety of activities, taking into account his capabilities, interests and abilities.
Implementation of motivational readiness for learning.
Didactic and methodological manuals aimed at psychological support for preschool children with visual impairments.
1.Have great practical and theoretical interest.
2. Relevance and demand (the number of children with vision pathologies has increased, the lack of specialized kindergartens).
3.Compensate for developmental deficiencies.
4.Create conditions for psychological activities and exercise games.
Comprehensive psychological and pedagogical support for children with visual impairments in a general developmental preschool institution
Full text
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 blind child, of course, 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 shows that what earlier child will receive specialized help, the more successful his psychological development will be, thanks to the unique compensatory capabilities inherent in each child.
The first stage in organizing comprehensive 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 now modern stage comprehensive diagnostic data are the basis for providing qualified psychological, pedagogical, medical and social assistance to children and their families. At the moment, 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 general education (mass) institutions.
The appearance of such a child in the nursery preschool institution(hereinafter - 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 needs help, it is very important to identify and develop comprehensive differentiated development plans and educational programs taking into account the child's zone of proximal development and potential capabilities. For this purpose, a psychological-medical-pedagogical council (hereinafter referred to as PMPk) is being created at the MDOU.
Comprehensive support in preschool educational institutions is provided by a system of professional activities of a “team” of 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 particular social environment. In the work of PMPK 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 to feel his “flawedness”, not to perceive his 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 relationships between children, 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. Musical classes are not aimed at solving specific problems in the development of 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, 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 us. 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 be able to learn to move independently, otherwise walking becomes a motor function dependent on the help of an adult.
The child must receive a sufficient number of impressions that ensure an 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, groovy, sounding, made of different materials toys, space for outdoor games with peers, children's audiobooks, 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 to the outside world, 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, etc.).
A family with a disabled child is a family with a special psychological status, since it has specific, very complex psychological, social and pedagogical problems compared to families with healthy children. Therefore, family support is becoming one of the areas of comprehensive psychological, pedagogical and medical-social assistance. Within the framework of this area, individual consultations are organized for parents and family members on issues related to individual characteristics child and the conditions for its optimal development, as well as joint child-parent activities that promote 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 give mostly 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.
Master class “Accompanying people and children with visual impairments”
This master class is a change in your worldview, it is an opportunity to feel and understand how a person with visual impairments feels the world.
This master class will teach you to trust and support!
This is an experience you won't forget!
Where? At the ART-PICNIC of Slava Frolova, VDNKh, 8th pavilion
If fate pits you against a blind person. know that this is the same person as you, that he lives with you in the same world and has the same feelings, thoughts and values.
Each person has his own capabilities. People tend to form their own beliefs about people with disabilities, about body functions and body structure that are “obviously” different (from their own).
People often think that disability is something strange and incomprehensible. They may also feel sorry for people with disabilities and actively help them, or, conversely, they may stay aloof and avoid people with disabilities.
All this happens because most ordinary people had no experience communicating with people with disabilities, are not taught to communicate with them.
Neither a protective and compassionate attitude towards people with disabilities, nor fear of communicating with them helps. And, moreover, they are not signs of respect towards them.
This master class is aimed at changing people’s beliefs in relation to people with visual impairments, teaching them how to assist them in accompanying them, learning more about the accompanying technique and experiencing the world around them without the help of a visual analyzer, as well as looking at the world through the eyes of people with visual impairments vision.
In this master class:
- Who are people with visual impairments?
- What visual impairments can there be?
- Rules for communication between people with visual impairments
- Techniques for accompanying people with visual impairments
- Escort on the street and indoors, in transport, in public places.
- Practical part on accompanying blind people (participants will take turns in the role of accompanying and accompanied)
When communicating with the blind, do not show pity, which irritates them, do not rush to express your condolences or sentimental sympathy. Behave evenly
calm and friendly, but be ready to help and show concern.
Master class leader
Natalia Gladkikh. teacher-defectologist (typhlopedagogue), social educator. Places of work: secondary school “Nadezhda” and the Center for socio-psychological rehabilitation of children and youth with functional limitations in Solomensky district.
Which are used for the development of hearing and speech in hearing-impaired children using high-quality hearing aids.
Psychological and pedagogical support for children early age with visual impairments
The role of the visual analyzer in the mental development of a child is great and unique. Violation of its activity causes significant difficulties in children in understanding the world around them, limits social contacts and opportunities for engaging in many types of activities. Persons with visual impairments develop specific characteristics of activity, communication and psychophysical development. These features are manifested in the lag, disruption and originality of the development of the motor sphere, spatial orientation, the formation of ideas and concepts, in the ways practical activities, in particular the emotional-volitional sphere, social communication, integration into society, adaptation to work. Visual impairment at an early age is very diverse in clinical forms, etiology, severity of the defect and the structure of impaired functions. Common forms of visual impairment include myopia, farsightedness, nearsightedness and farsightedness astigmatism. Violations of the visual system cause enormous damage to the formation of mental processes and the motor sphere of the child, his physical and mental development. A sharp decrease in vision negatively affects, first of all, the process of perception, which in children with visual impairment is characterized by greater slowness, narrowness of vision, and reduced accuracy. The visual ideas they form are less clear and bright than those of normally seeing people, and are sometimes distorted. Therefore, such children are characterized by difficulty in spatial orientation. When working visually, children with visual impairments quickly get tired, which can lead to further deterioration of vision. Visual fatigue causes a decrease in mental and physical performance. Children from an early age with visual impairments need special psychological and pedagogical support.
Determination of reaction to light,
Ophthalmoscopy.
Vision check at 3 months.
Conducted:
-external examination of the eye,Determination of gaze fixation and object tracking,
Skiascopy,
Ophthalmoscopy.
Vision check at 6 months An external examination, determination of the mobility of the eyeballs, skiascopy, and ophthalmoscopy are carried out.
Vision check at 1 year.
Conducted:
determination of visual acuity,ophthalmoscopy.
Examination of children from 3 years old
Visual acuity determined using Sivtsev’s tableElectrophysiological study of the organ of vision
Electroretinography (ERG))
Electrooculogram
Visual evoked cortical potentials (ZVKP) reflect the state of the visual cortex and optic nerve.
Psychological and pedagogical study of children 1-3 years of age
Examination of visual acuity using tables;
- Diagnostics of the perception of a child 1-3 years old:
-Color perception:
-Form
-Perception of the surrounding world
-Constructive praxis
-Construction by imitation (the technique is offered to children 2.5-3 years old)
-Spatial Gnosis
-Diagnostics of methods of activity
Tasks:
Activation of all types of perception by the child of the surrounding space - visual, auditory, tactile, spatial, smell, taste;
Enriching children's sensorimotor experience and improving sensorimotor coordination through the use of objects made from materials of different textures, shapes, colors, sizes;
Organization of physical education activities, dynamic educational games, acting out plots reflecting a specific theme.
Species correctional developmental work:
Development of visual perception;
Development of social and everyday orientation;
Correction of speech disorders;
development of touch and fine motor skills;
Development of spatial orientation skills;
Enriching the social experience of children with intellectual disabilities.
Speech therapy correctional work is aimed at developing correct speech in children,
Psychocorrectional Job educational psychologist is aimed at mental and psychophysical processes, at the emotional-volitional sphere, at mitigating the adaptation period.
Special training and education are aimed at early correction and compensation of secondary deviations in the development of children,
Restoration of impaired visual functions in young children.
Implementation of targeted vision treatment and development of visual perception on correctional classes taking into account the recommendations of an ophthalmologist.
Recommendations of an ophthalmologist for the construction of a psychological and pedagogical process, which involves carrying out correctional and developmental work taking into account disorders of the visual analyzer.
At the beginning of treatment, the task of restoring visual acuity, correcting refractive errors, astigmatism, anisometropia, and treating squinting eye amblyopia is solved. At the next stage, the correct relationship between accommodation and convergence is formed using optical correction. Next comes therapeutic work aimed at treating amblyopia using methods of retinal stimulation with the subsequent restoration of simultaneous foveal vision, and, finally, the development of fusional reserves of binocular and stereoscopic vision. This sequence is explained by the functional relationship between the ocular functions, and ophthalmological care is detailed depending on the degree of damage to each of them and the general health of the child. Pleoptic treatment is aimed at improving visual acuity in the amblyopic eye. Treatment of concomitant strabismus is aimed at restoring the correct position of the eyes and development binocular vision. Treatment of children with strabismus is complex.
Therapeutic and recreational activities are combined with psychological and pedagogical activities.
Creation of newsletters and stands where recommendations for preserving vision are posted.
Inform parents about the most modern and effective means treatment, prevention of visual impairment. For example, the effectiveness of medical rehabilitation of the blind and visually impaired in our country is associated with the development of microsurgical technology, with the improvement of technology for surgical treatment of pathologies of the organ of vision, with the development of effective medications.
Tips for organizing proper nutrition.
Individual support program for a child with visual impairment 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 educatorsimplemented as part of training events 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 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, 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.
IN Federal Law on education in the Russian Federation proclaims the principle of accessibility to obtaining quality education without discrimination by persons with disabilities, including on the basis of special pedagogical approaches, languages, methods and methods of communication most suitable 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, direction, 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. The limitation of external impressions has negative influence on the formation of qualities of attention. The slowness of the perception process, 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 labor activity 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; concentration of 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 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 a longer time for recognizing visual stimuli, there is also a decrease in the volume of operational, short-term memory, which changes depending on the change background, color of visual stimuli, and, what is very important, 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, who understood and experienced their 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 delayed development various forms activities. 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 for the blind, interchangeable forms of leading activity are subject and play (L. I. Solntseva), and in primary school - 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. On 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. Teaching in the first stages has no learning 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. According to one thing, blindness has negative impact on the development of volitional qualities, adherents of a different 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 of structural components of the will was studied, such as motivation in preschoolers and schoolchildren, the arbitrariness of 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. Identification current problems child.
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 task of dramatization games is also correction emotional sphere child.
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, and group. 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.
List of used literature
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.