Which are used for the development of hearing and speech in hearing-impaired children using high-quality hearing aids.

Psychological and pedagogical support for young children with visual impairments

The role of the visual analyzer in the mental development of the child is great and unique. Violation of its activities causes significant difficulties for children in understanding the world around them, limits social contacts and opportunities to engage in many types of activities. Individuals with visual impairments have specific features 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 methods of practical activity, in the features of 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, such as myopia, hyperopia, nearsightedness and farsighted astigmatism. Violations visual system inflict huge damage the formation of mental processes and the motor sphere of the child, his physical and mental development. A sharp decline vision has a negative effect primarily on the process of perception, which in children with visual impairment is characterized by greater slowness, narrowness of vision, and reduced accuracy. The visual representations that form in them are less clear and bright than those of normally seeing, sometimes distorted. Therefore, these children are characterized by difficulty in spatial orientation. During visual work, children with visual impairment quickly get tired, which can lead to further deterioration of vision. Visual fatigue causes a decrease in mental and physical performance. Children with visual impairments from an early age need special psychological and pedagogical support.

Determination of reaction to light,

Ophthalmoscopy.

Vision check at 3 months.

Held:

- external examination of the eye,

Determination of gaze fixation and object tracking,

Skiascopy,

Ophthalmoscopy.

Vision check at 6 months external examination, determination of the mobility of the eyeballs, skiascopy, ophthalmoscopy are carried out.

Vision check at 1 year.

Held:

definition of visual acuity,

ophthalmoscopy.

Examination of children from 3 years

visual acuity determined using the Sivtsev table

Electrophysiological study of the organ of vision

Electroretinography (ERG))

Electrooculogram

Visual evoked 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;

- Diagnosis of perception of a child 1-3 years old:

-Color Perception:

-The form

- Perception of the surrounding world

-Constructive praxis

- Design by imitation (the technique is offered to children 2.5-3 years old)

-Spatial Gnosis

-Diagnosis 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 the sensorimotor experience of children and improving sensorimotor coordination through the use of objects made from materials of different textures, shapes, colors, sizes;

Organization of physical culture activities, dynamic educational games, playing out plots reflecting a certain theme.


Kinds corrective developmental work:

Development of visual perception;

Development of social orientation;

Correction of speech disorders;

development of touch and fine motor skills;

Development of skills of orientation in space;

Enrichment of the social experience of children with intellectual disabilities.

Logopedic corrective work is aimed at developing correct speech in children

Psychocorrectional Job psychologist teacher It is aimed at mental and psychophysical processes, at the emotional-volitional sphere, at mitigating the adaptation period.

Special training and education is 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 remedial classes taking into account the recommendations of an ophthalmologist.

Recommendations of an ophthalmologist to the construction of a psychological and pedagogical process that provides for corrective and developmental work, taking into account violations of the visual analyzer.


At the beginning of treatment, the task of restoring visual acuity, correcting refractive errors, astigmatism, anisometropia, and treating amblyopia of the squinting eye is solved. The next stage is the formation of the correct relationship of accommodation and convergence with the help of optical correction. Next comes the medical work aimed at the treatment of amblyopia by methods of retinal stimulation, followed by the 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 eye 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 aims to improve the visual acuity of the amblyopic eye. Treatment of concomitant strabismus is aimed at restoring the correct position of the eyes and developing binocular vision. Treatment of children with strabismus is complex.

Therapeutic and recreational activities are combined with psychological and pedagogical activities.


Creation of newsletters, stands, where recommendations for the preservation of vision are posted.

Inform parents about the most up-to-date, and effective means treatment and 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 techniques, with the improvement of the technology of surgical treatment of the pathology of the organ of vision, with the development of effective drugs.

Tips for organizing proper nutrition.

Normally, vision becomes important for learning about the world in six-week-old babies. From the third month of life, this is the most important sensory channel for obtaining information about the environment. With improper functioning of vision or its absence, the child must construct his world with the help of information received through hearing, touch, movement, smell and taste. Hearing information is different from visual information. Sounds do not form a holistic image and cannot be perceived a second time. There are difficulties in establishing contacts even with close adults. Lack of eye contact is perceived by them as a lack of interest. Parents need to learn how to hear a visually impaired child and communicate with him.

The development of a blind child is certainly different 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 assistance, the more safely his psychological development will proceed, thanks to the unique compensatory capabilities inherent in each child.

The first stage in the organization of comprehensive support for a child with visual impairments is a comprehensive diagnosis of the features of his development. Diagnostics is carried out by a multidisciplinary team of specialists working as part of psychological, medical and pedagogical commissions of various levels (regional and municipal).

It should be noted that if earlier 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 present stage complex diagnostic data are the basis for providing qualified psychological, pedagogical and medical and social assistance to children and their families. IN currently effective measures are being taken to develop a variable education system, the introduction of inclusive education, which provides children with developmental disabilities, with health problems the opportunity to receive education in general educational (mass) institutions.

The appearance of such a child in a preschool institution (hereinafter - preschool institution) places increased demands on all employees. Work on comprehensive psychological and pedagogical support begins from the first days of the child's stay in preschool. Every child with developmental problems can achieve significant success if he is provided with comprehensive diagnostics, treatment, preventive and corrective-pedagogical assistance with adequate training and education. The earlier support work begins, the more effective it is. Timely provided adequate assistance can change the fate of the child, even with serious congenital disorders of psychophysical development.

Understanding how exceptional each child is and needs help, it is very important to identify and develop comprehensive differentiated development plans and educational programs that take into account the zone of proximal development and the potential of the child. To do this, a psychological, medical and pedagogical council (hereinafter referred to as PMPk) is being created at the MDOU.

Comprehensive support in the preschool educational institution is provided by a system of professional activities of a "team" of specialists aimed at creating psychological, pedagogical and medical and social conditions for successful learning and development of each child, regardless of his level of 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 a positive dynamics of the child's development and the realization of his potentialities are achieved. Specialists of different profiles simultaneously participate in this: a teacher-speech pathologist, a speech therapist, a teacher-psychologist, an educator, a head of physical education, a physician, etc. The result of the consultation is a developed comprehensive program that corresponds to the capabilities of the child, as well as determining this moment problems and leading specialist. In the course of working with a child, as it develops, various specialists can play the role of leader at different stages.

In the event of an appearance in preschool child with visual pathology, an educational psychologist can act as a leading specialist, since visual pathology is the cause of a number of difficulties and disorders in the mental development of children, if they are not included in the system of corrective work in a timely manner.

The primary tasks facing the team kindergarten, act: to teach children to communicate with such a child; help the child not to feel his “inferiority”, not to perceive his physical illness as a reason for loneliness and the formation of complexes.

It is important to organize joint game children. A peer is sometimes able to teach what adults are not able to teach. The main thing is that children begin to treat a child with visual impairments as an equal, only in need of help. They can help him get dressed, put on shoes, navigate the building and premises of the kindergarten. This contributes to the humanization of the relationship of children, the formation of a sense of care, support, kindness and security in a child with visual impairments.

It is advisable to involve for work with a child with visual impairments music worker. Music lessons 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. A rich and varied world of sounds becomes such conditions. In the classroom, children get acquainted with musical instruments, master the possibilities of their own voice.

It is important for the educator to pay attention to the creation of a diverse subject environment in the group. The child should be given the opportunity to explore and interact with various materials in order to gain information about the world around him and a variety of sensory experiences. A sighted child sees various objects hundreds of times before he begins to name them. A visually impaired child also needs life experience in order 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 visually impaired child to be able to learn to move independently, otherwise walking becomes a motor function that depends on the help of an adult.

The child should receive a sufficient number of experiences that provide active state the cerebral cortex and contributing to its mental development. Therefore, for effective development it is necessary to provide various sensory stimuli and conditions for motor activity: sensory corners, clockwork, sounding toys made of different materials, space for outdoor games with peers, children's audiobooks, etc.

The psychological and pedagogical problem in the organization of external space can be individual differences in the preferences of children, the features of the formation of basic affective regulation. The levels of affective regulation are involved in the process of adaptation of the organism to the external world, play an important 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 environmental influences. For example, with a hypofunction of the level of affective plasticity (this level determines the adaptation of the body to the outside world, provides emotional comfort), the child is acutely sensitive to the intensity of sensory stimuli - sound, tactile sensations, and is sensitive to changes in external space. In this situation, the educator should avoid excessive saturation of the external space with bright and intense stimuli (an abundance of toys, loud music, etc.).

A family with a disabled child is a family with a special psychological status, since it has very complex psychological, social and pedagogical problems, which are specific compared to families with healthy children. Therefore, family support is becoming one of the areas of comprehensive psychological, pedagogical and 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 its optimal development, as well as joint parent-child activities that contribute to the formation of closer contact between parents and their child, the development by parents of methods and techniques of education . Work 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 largely facilitated by the integration of such children in the educational process of the kindergarten.

In the process of individual consultations of a psychologist with parents, many personal problems are worked out in which the parent of a child with special needs is immersed. 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 with certain household responsibilities. Parents, feeling the support of the kindergarten staff and interest in the fate of their child, gain hope and confidence in tomorrow.

TO blind include children with visual acuity from 0 (0%) to 0.04 (4%) in the better seeing eye with correction glasses. Blind children practically cannot use vision in orientation and cognitive activity.

visually impaired children are children with visual acuity from 0.05 (5%) to 0.4 (40%) in the better seeing eye with correction glasses.

Children with low vision, or children with borderline vision between low vision and the norm, are children with visual acuity from 0.5 (50%) to 0.8 (80%) in the better seeing eye with correction 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 the cognition of the surrounding world. This manifests itself both in the field of physical and in the field of mental development. The periods of development of blind children do not coincide with the periods of development of sighted children. Until the blind child develops ways to compensate for blindness, the ideas he receives from outside world, will be incomplete and sketchy, 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 peculiar way, others (movements, mastery of space) - more slowly. The lack of visual control over movements complicates the formation of coordination.

In blind and visually impaired children, changes in the sphere of external emotional manifestations are noted. All expressive movements (except for vocal facial expressions) are weakened with deep visual impairment.

Knowing these features of children with visual impairment 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 visually impaired child in the class

It is necessary to clearly dose the visual load. The optimal load on the vision of visually impaired students is no more than 15–20 minutes of continuous work. For students with severe 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 blackboard and the teacher as much as possible, for example, the first desk in the middle row. A child with a profound visual impairment, relying on touch and hearing in his work, can work at any desk, taking into account the degree of audibility in this place. The classroom should be provided with increased general illumination (at least 1000 lux) or local illumination at the workplace of at least 400–500 lux.



Attention should be paid to the number of comments that will compensate for the depletion and sketchiness of visual images. Special attention should be given to the accuracy of statements, descriptions, instructions, not 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 their first name so that it is clear who is speaking.

Use bigger and brighter visual aids, large font. When using the board, the entries 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 reliance on other modalities. For example, since the rate of writing and reading for a blind and visually impaired person is slower than for a normally sighted person, a voice recorder can be used to record important portions of the lesson. The child can learn through touch or hearing with touch, be able to touch objects. So, in the lessons of mathematics, you can use the abacus.

The child should be able to navigate in space: to know the main landmarks of the room where classes are held, the way to their place. In this regard, you should not change the situation and place of the child, especially at first, until he develops the automaticity of movement in a familiar room.

It is important for a child to learn to ask for and accept help from peers. It is very important that in this situation the child maintains self-esteem and seeks to help himself in a situation that corresponds to his abilities. ( Children with developmental disabilities. Methodological guide, ed. N.D. Shmatko. Moscow: Aquarium, 2001).

Musculoskeletal disorders,

Natalya Efimova
Psychological and pedagogical support of the family of a child with visual impairment.

Today in Russia, depending on a number of reasons, there is a tendency towards an increase in the number of disabled children and persons with disabilities. handicapped health (HIA).

Every year, 4,300 disabled children are added in Russia. vision. About the difficulties experienced in life by these children, and families in which they are brought up, it is not easy for a healthy person to even guess. How to correctly navigate the situation to the parents of a blind or visually impaired baby, what principles should be followed in raising him? Time for experiments No: after all future life of this person and his environment depends on what foundation of the personality parents and teachers will be able to lay now.

The experts have a term "correct attitude to the defect", which is understood as a complex of relations, including understanding negative consequences defect, together with the recognition of the features that it often causes in the development of a person with disabilities (HIA); and faith in the potential of persons with disabilities with all possible participation in creating conditions for the disclosure of these opportunities; and recognition of the rights of persons with disabilities to education and rehabilitation, taking into account the specifics psychophysical development; and the attitude of society towards persons with disabilities as equal subjects of an open society.

It is very important to develop the right attitude towards the defect among all members of society, especially among the children themselves, their parents and teachers.

Qualified specialists can form the correct attitude towards the defect among persons with disabilities, their parents and relatives, and together they (typhlopedagogues, rehabilitators, people with disabilities themselves, their parents, volunteers) able to form in society an adequate attitude towards persons with disabilities.

Until the age of 4-5, the child is not at all aware of his difference from others. However, by the time he enters school, he gradually begins to realize his defect and associate with it his personal negative experience of communicating with sighted peers, as well as the inability to do what others can do very quickly (thread a needle, find a fallen thing, pour juice from a bag). into a glass, tell what is drawn in the picture, etc.).

Realizing your "inferiority", many children begin to be ashamed of the defect and worry so much that, being in an environment of normally seeing people, they often bring themselves to extreme nervousness. Without the purposeful work of teachers and psychologists on the formation of an adequate attitude of the blind and visually impaired to their defect, without an adequate position of parents by the end of school, feelings about inferiority can take on a persistent character and, naturally, make life in society difficult.

It must be understood that each child needs to create favorable conditions for his development, which will take into account his individual characteristics and needs.

Psychological and pedagogical support-this complete system in the course of which social and psychological and pedagogical conditions for the successful development and learning of each child in the learning process.

Under psychological and pedagogical support child with disabilities can be understood complex technology psychological- pedagogical support and assistance to kid and his parents in solving problems related to development, education, upbringing, socialization by specialists of various profiles acting in concert.

Accordingly, the subject escorts are children, their parents, teachers of the institution involved in the process of education and upbringing of the child.

Escort carried out by the following specialists: social educators teachers, defectologists, speech therapists, psychologists and educators.

tasks psychological and pedagogical support are:

Providing assistance to children who need special educational programs;

Creation emotionally favorable climate in the teaching staff and the children's team;

Timely diagnosis and correction developmental disorders;

Raise psychological and pedagogical competence of parents and teachers on issues related to the education and upbringing of the child;

The study of the individual characteristics of children

In the context of modernization Russian education Of particular relevance is the problem of creating optimal conditions for the development, upbringing and education of children with disabilities.

The task of people raising children with deep visual impairment, is to help them understand by pedagogical means how they differ from those who see normally, to reveal ways to overcome the difficulties that are the result of defeat vision, as well as show the ways and conditions for successful integration into an open society.

The result of joint work

specialists and parents should be the formation of an adequate position of parents in relation to the child and his defect. The system of education should take into account individual age and psychophysical features, the nature of the lesion and the degree of preservation of visual functions, etc. It must be remembered that the development of a child with visual violations proceeds according to the same patterns as in the norm, but with its own specific features and in interaction with the physical and social environment. Stages of work with family a poorly seeing child should be strictly thought out and subject to certain requirements: orientation of parents and specialists to long-term cooperation, active involvement of parents in correctional and developmental work, creation of an atmosphere of trust and mutual understanding, expansion of the circle of communication of families raising children with visual impairments, etc.. d.

At present, a model of inclusive teaching practice is beginning to take shape in Russia, in which children with special educational needs are included in the general educational process, but not spontaneously, but when created in educational organization special program escorts. In the socio-pedagogical children with visual impairments need to be accompanied, expressed by intellectual violations, severe motor pathology, complex developmental disorders.

For a child with disabilities (hereinafter - HIA) the children's team is the most powerful resource for development. It is impossible to teach to communicate with peers, isolating from them. How other children will relate to the child will largely depend on his motivation to study and state of mind. Co-education of children with different levels opportunities positively and effectively on the following reasons: children learn to interact with each other and gain experience in relationships.

Help for children with disabilities also requires social and pedagogical support for their families. The development of a disabled child largely depends on the well-being of his family situation, on the participation of parents in his physical and moral development, and on the correctness of pedagogical influences. Family raising a child with disabilities is experiencing stress, which can lead to depression of one or both spouses, which inevitably affects intra-family relationships.

Social teachers, class teachers are called upon to solve complex problems related to the socio-emotional, physical, intellectual development this category of people, to provide them with comprehensive assistance and support, contributing to their successful socialization. It is important for teachers in interaction with children and their parents to create an atmosphere psychological comfort , surround them with attention and care, provide emotionally significant communication, organize comprehensive social and pedagogical assistance aimed at stimulating their personal development and socialization.

Literature:

1. Anisimova N. L. Collaboration families and kindergarten for the upbringing and development of children with visual impairment

2. Bondarenko M. P. Tips for a typhlopedagogue on working with family raising a child with visual impairment

3. Brambring M. Raising a blind child of early age in family

4. Venediktova M. V., Kurakina E. A., Sumarokova I. G. Recommendations for parents of multiproblem children.

5. Vitkovskaya A. M. The main areas of work with parents of young children with severe visual impairment

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Larisa Leonidovna Chasovitina
Organization of psychological and pedagogical support for the development of children with visual impairment

Organization of psychological and pedagogical support for the development of children with visual impairment in preschool and primary education.

Transition children from preschool educational institutions to primary school in Lately called a crisis. Observations show that a significant part children with disabilities experience great difficulties during the adaptation period, which is associated with getting used to the regime, new systems of requirements, new social contacts, communication style. Education is given to the child at the expense of high psychological costs(increased anxiety, low self-esteem, psychosomatic diseases and neurotic symptoms, etc.).

To the conditions organizations inclusive educational environment, we attribute the continuity of preschool and school education at the level of didactic technologies, educational programs, educational space institutions. Joint activities of kindergarten and school specialists should be carried out on the basis of cooperation in developing joint solutions in the field of creating pedagogical conditions for inclusion in the following forms: joint holding of pedagogical councils and meetings, parent meetings, educational activities, classes at the school of the future first-grader; complex and multilevel escort participants in the educational process: teacher (supervisor, administration, teaching children(defectologist, psychologist, parents) and socialization children(psychologist, parents).

All special children need to enrich the experience of social and educational interaction with their normal developing peers, however, each child needs to find an accessible and useful development model of education. Therefore, the main goal is the self-realization of graduates in social inclusion. It's about not just about their passive integration into the world but that young people with disabilities are equal members of our society, worthy not only of pity and compassion, but of equal partnership. This is achievable if, in the coming years, the educational process is built on the basis of a comprehensive study of the personality of the student by activating the activity of social and psychological-pedagogical service at school, evidence-based diagnosis, dynamics analysis development of each child, creating appropriate conditions to meet its growing needs and active participation in the life of society.

Escort participants educational process implemented through the following innovative technologies: technology of adaptation of the child to a new educational level; technology teacher accompaniment; technology to help the child in the learning process; technology of interaction with the family; personality education technology.

At the level of primary general education, it is envisaged to pay more attention to sensory child development, development of motor skills, spatial orientation, development communicative qualities of a person, thinking, cultural behavior skills, strengthening physical and mental health, work continues taking into account individual characteristics children and under medical supervision psychological and socio-pedagogical services introduced the variability of education.

Psychological and pedagogical support students includes three interconnected component:

The study of the personality of the student;

Creation of favorable socio-pedagogical conditions for personal development, learning success;

Direct psychological- Pedagogical assistance to the child.

Based on this, we propose a model developed by us (see figure 1).

Picture 1

Model psychological and pedagogical support for children with visual impairment

System subjects escorts:

SOCIALLY ADAPTED CHILD

The aim of the work on psychological support is the creation of a psychological-pedagogical conditions for development personality of students and their successful learning.

The tasks to achieve this goal are the following actions:

Systematic tracking psychological-pedagogical status of the child and the dynamics of his psychological development in the process of schooling;

Formation of students' ability to self-knowledge, self-development and self-determination;

Level up psychological readiness: children to learning, cognitive development, communication and teachers to work with a new contingent children;

Creating a favorable emotional psychological climate at school, which ensures the survival of the age crisis and the crisis caused by drastic changes pedagogical conditions, without stress and negative phenomena;

Establishing certain norms of relationship children with other members educational process, including with teachers;

Development of uniform and consistent requirements;

Adaptation curriculum, loads, educational technologies to the individual characteristics of first-graders with disabilities;

Formation and rallying of the class team.

It is obvious that all these tasks can be accomplished only if joint activities all organizers educational process: teachers, school administration, psychologists school staff and parents of students. In this regard, the main directions work:

1. Psychological diagnosis of the adaptation period.

2. Study of motivational spheres: school motivation.

3. Research of emotional-volitional spheres: self-esteem, emotional psychological condition, school anxiety, arbitrariness of activity and self-regulation.

4. Analytical work.

5. Organizational work(creation of a single information field of the school, focused on all participants in the educational process - holding school psychological- medical and pedagogical councils, large and small teachers' councils, training seminars, meetings with representatives of the administration, teachers and parents).

6. Consultative work with teachers, students and parents.

7. Preventive work (implementation of programs aimed at solving the problems of interpersonal interaction).

8. Correction- developmental work(individual and group lessons with students experiencing difficulties in school adaptation).

Psychological and pedagogical support for children with visual impairment junior school age when a child enters school, it begins in November-December simultaneously with the enrollment children to school for preparatory courses and ends in early September. Within this stage supposed:

1. Holding psychological- pedagogical diagnostics aimed at determining the school readiness of the child. As a rule, diagnostics consists of two components. It aims to identify the causes of low results.

2. Carrying out group and individual consultations of parents of future first-graders. Group consultation in the form of a parent meeting is a way to increase psychological culture of parents recommendations for parents on organizations recent months child's life before schoolwork. Individual consultations are held for parents whose children, according to test results, have low level the formation of universal educational activities and may experience difficulties in adapting to school.

3. Group consultation of teachers of future first graders, which at this stage is of a general familiarization nature.

4. Holding psychological-pedagogical council based on the results of diagnostics, the main purpose of which is to develop and implement an approach to completing classes, the dynamics of personal teacher development, an indicator of which is positive self-determination, motivational readiness for the implementation of the new GEF in grades 1.2.

Psychological support participants in the educational process will increase its effectiveness. Regulations and recommendations psychologists can become the basis for monitoring to assess the success of personal and cognitive child development, will preserve the unity of the continuity of the levels of the educational system.

The system of work of teachers with children with disabilities of primary school age is presented in the following directions:

1. Diagnostic and corrective (developing) work - identifying features mental development of the child, the formation of certain psychological neoplasms, matching level skill development, knowledge, skills, personal and interpersonal formations, age guidelines and requirements societies:

Study of appeal to psychologist from teachers, parents, students (definition of the problem, choice of research method);

Formulation of a conclusion about the main characteristics of the studied components mental development or the formation of the student's personality (staging psychological diagnosis) ;

2. Psychoprophylactic work - providing solutions to problems related to training, education, children's mental health:

Development and implementation developing programs for students, taking into account the tasks of each age stage;

Revealing psychological characteristics of the child, which in the future may cause deviations in the intellectual or personal development;

A warning possible complications in connection with the transition of students to the next age level.

3. Psychological counseling - help in solving those problems with which to teachers contact psychologist, students, parents.

Psychological education - the involvement of the teaching staff, students and parents in psychological culture.

The basis of the model psychological and pedagogical support the following principles:

1. Humanization - implying faith in the capabilities of the child and his strength.

2. A systematic approach - based on the understanding of a person as an integral system.

3. An integrated approach to child development support.

4. Integrity escorts child in the process of life, namely the continuity and consistency escorts.

The outlined principles have the following practical expression:

Qualified complex diagnostics of the child's abilities and abilities;

Design and implementation of programs escorts, participation of specialists in the development individual programs adequate to the abilities and characteristics of pupils;

Rehabilitation mental and physical health.

Specific expected results and evaluation mechanism results:

As a result of work on psychological and pedagogical support for children with visual impairment primary school age is supposed to form mentally healthy, personal- developed person able to manage their own psychological hardships and life problems.

The expected results of the program will be be:

Creation of a data bank of students of an educational institution who have difficulties in communication and emotional-volitional sphere;

Normalization of parent-child relations in families raising children having fears and emotional-volitional violations;

Developing the ability to control one's behavior in a new unfamiliar environment;

decline psycho- emotional stress;

Formation of the ability to understand emotional condition another person and the ability to adequately express one's own.

This practical assistance ultimately ensures the protection of the identity of the students, psychological and physical safety, pedagogical support and assistance to the child in problem solving.