Organization of psychological and pedagogical support for the development of children with visual impairment. Practical experience and recommendations of specialists on the problem of individual support for children with visual impairment

Seminar for teachers and psychologists of the Krasnoufimsky district

Psychological and pedagogical support for children with disabilities in educational institutions

Speech topic:

Psychological and pedagogical support of children in educational institutions with visual impairment.

1 Classification of the blind and visually impaired

According to the established classification, the blind include persons whose visual acuity is in the range from 0% to 0.04%. Thus, the contingent of the blind includes people who are completely blind (total 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 proceeds under more difficult conditions than in a sighted child. In children with visual impairments, complex deviations from the norm, violations of spatial coordination, poorly developed fine motor skills, problems in the cognitive sphere are more common.

The least pronounced defects are at the first level of speech formation, only single 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 subject, in the use of generalizing concepts, in compiling sentences and detailed stories. Violations of sound pronunciation at the second level are more pronounced and varied. Phonemic analysis is not formed.

At the third level, there is a lack of active and passive vocabulary. The subject correlation of words is not formed, generalizing concepts are not developed. Connected speech is agrammatic, the child uses one-two-word sentences. Sound pronunciation is broken. 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, in children with visual impairments, the speech functional system is often not formed, the vocabulary is limited, and the understanding of the semantic side of speech is distorted.

Fuzziness, narrowness of perception makes it difficult to recognize objects, their forms, characteristic external features. Children do not see lines, they confuse similar letters, they lose and repeat lines when reading, they do not notice punctuation marks, they pronounce words incorrectly. Visually impaired children have phonetic-phonemic and articulatory difficulties. Often there are problems of lexical and grammatical properties. With visual work in visually impaired children, fatigue quickly sets in, and working capacity decreases.

Behavioral Features

The lack of visual control over movements complicates the formation of coordination of movements. As a result of this movement, the blind are constrained, ugly, insecure, there is no accuracy in their execution. There are communication problems.

5 Teaching the blind and visually impaired together with sighted children

Let us consider the features of teaching a child with visual impairment in a group of sighted peers. It is better if a speech therapist is still involved with such children. The following must be taken into account in the work:

1. In the class where such a child is, 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 of a blind and visually impaired student to overcome difficulties. The rest of the students should be introduced to the features of the blind and visually impaired, create a friendly environment and form good relations to such a student. However, actions aimed at achieving this goal must be deliberate and tactful, since excessive patronage of a new student can develop selfish attitudes in him, and a condescending attitude in the surrounding children.

Children are sometimes violent and may tease and bully a blind or visually impaired child. In a tactful manner, the teacher should explain to the students that one should not focus 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 of a large number of poems, stories, the ability to sing, in order to arouse respect for them from sighted students. The objectivity of the assessment should also become the norm of the teacher's work, which will allow children with visual impairments to feel on equal terms with sighted children.

3. When accepting a visually impaired child into his class, the teacher should carefully consider where to seat the new student. If the child has retained partial vision or is visually impaired, i.e. visual acuity is more than 0.05, and he does not have a pronounced photophobia, he should be put on the first desk, preferably in the middle row.

A totally blind child or a child with a profound visual impairment, relying in his work on touch and hearing, can work at any desk, taking into account the degree of audibility in this place. If the child does not have photophobia and needs additional lighting, the workplace should be lit with a desk lamp with a dimmer.

If a student has severe photophobia, they should be seated with their back to a window or have a curtain over the window. If there is photophobia in one eye, the child should sit so that the light falls from the opposite side.

4. 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 10-20 minutes. 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. Be sure to use physical minutes.

5. If a visually impaired child works based on vision, then when using the board, the notes should be saturated and contrasting, the letters should be large. When writing, he should use colored markers for the most important points in the recorded material, then you do not have to strain your eyesight to read the entire entry in the notebook. The use of special visibility, 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 aids, stands that allow you to view objects in a vertical position;

6. One of the important tasks of a teacher is to include a blind and visually impaired student in the work of the class. At the same time, the teacher and students should remember that the rate of writing and reading of the blind and visually impaired is lower. He won't be able to keep up with the class. In this regard, along with the Braille device, voice recorders are used, on which fragments of the lesson are recorded.

7. The next point is the limitation of the time of visual work. The teacher should remember this and teach the blind and visually impaired to analyze literary works by ear, highlighting only the supporting words and sentences. The speech of the teacher must be expressive and accurate, 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 have seen only vaguely, and therefore are incomprehensible to them, it is necessary to use real objects, directing the hands and eyes of children to them.

9. During breaks and after classes, children with visual impairments should be able to get to know their classmates better, maybe even feel 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. The speaker wants to show that he knows a lot, but this behavior does not evoke an emotional response from the listener.

In a new team of sighted children, a visually impaired child has to overcome a number of complexes, such as fear of space and new people, self-doubt. In this he needs to be helped by giving him 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 trips and excursions. If you prepare a blind child as a guide, then this will serve both his self-affirmation and recognition from classmates. At the same time, he must observe the same norms and rules of behavior as other children. However, he should be encouraged in successfully following these rules.

10. A smile or a nod of the head as a way of encouraging is not always available to a child with a visual impairment. It is best to place a hand on the shoulder or stroke it, but verbal praise is even more important as it is heard by other children as well.

11. The most difficult problem for the blind is orientation in space. The child should 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.

12. Children love to watch movies and videos. The blind and visually impaired should also be encouraged to watch them. However, the show should be accompanied by verbal explanations of the situation, the situation, the behavior of the characters.

13. Some children with visual impairments try not to draw attention to their problems due to existing complexes 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 for and accept help from peers. It is very important that in this situation the child retains self-esteem and seeks to help himself in a situation that corresponds to his abilities.

1.6 Qualities necessary for a teacher in working 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 duties (provide direct assistance in self-care and spatial orientation);

Observation, the ability to put oneself in the position of a student, to penetrate into the world of his personality, to understand his mental state, etc.;

High level of speech culture (content, correctness and figurativeness of speech, simplicity of presentation, emotionality);

Organizational skills (preparation for each event, rational placement of performers);

Communication skills (the ability to achieve mutual understanding with students);

The development of pedagogical attention (the ability to navigate in various situations, pedagogical flexibility, the ability to restrain one's negative emotions);

Pedagogical enthusiasm (initiative, willingness to do any work together with children).

Program individual support visually impaired child as part of an adapted educational program

Compiled by Abramova N.Yu. teacher-psychologist MKOU Bobrovskaya secondary school No. 2

under the advanced training program forsupport specialists: speech pathologists, psychologists, speech therapists, tutors, social educatorsimplemented as part of training activities State program"Accessible Environment"

Content

Introduction…………………………………………………………………………..1

Chapter 1. Theoretical aspects of the problem of psychological and pedagogical support for a child with visual impairment……………………………………3

Chapter 2. Psychological and pedagogical support for visually impaired ... 11

Conclusion………………………………………………………………………… 14

List of used literature……………………………………………..15

Introduction

Today, regional models of inclusive learning practices are being actively formed in Russia. This means that children with special educational needs (children with disabilities, with special needs) will be able to be included in the general educational process. Getting children with special educational needs education is one of the main and indispensable conditions for their successful socialization, ensuring full participation in society, effective self-realization in various types of professional and social activities.

Inclusive education is a new stage in the development of education in general, it is a progressive way of learning that has great prospects in modern society. Many rightly believe that inclusion is the best way of individualization in education, since each child is individual and requires a really special approach. In 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 the disabled and their families. Inclusive approaches provide equal opportunities and exclude discrimination of children with disabilities and special needs in education.

V federal law on education in the Russian Federation proclaims the principle of accessibility of obtaining quality education without discrimination by persons with disabilities, including on the basis of special pedagogical approaches, the most suitable languages, methods and ways of communication for these persons, through

organizations of integrated and inclusive (joint) education

persons with disabilities.

Chapter 1. Theoretical aspects of the problem of psychological and pedagogical support of 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 blindness are congenital. At the same time, among the causes of childhood blindness, a tendency towards an increase in the frequency of congenital anomalies in the development of the visual analyzer is noticeable: 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 anomalies in the development of the organs of vision can be the result of external and internal damaging factors. Approximately 30% of them are hereditary in nature (congenital glaucoma, optic nerve atrophy, myopia (FOOTNOTE: Myopia is myopia).

Blindness and profound visual impairment cause deviations in all types of cognitive activity. The negative impact of visual impairment is manifested even where, it would seem, this defect should not harm the development of the child. The amount of information received by the child 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 the 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. There are qualitative changes in the system of relationships between analyzers, specific features arise in the process of forming images, concepts, speech, in the ratio of figurative and conceptual thinking, orientation in space, etc. Significant changes occur in physical development: the accuracy of movements is disturbed, their intensity decreases.

Consequently, the child develops his own, very peculiar psychological system, qualitatively and structurally not similar to the system of a normally developing child.

Attention

Almost all the qualities of attention, such as its activity, direction, breadth (volume, distribution), the ability to switch, intensity, or concentration, stability, are affected by visual impairment, but are capable of high development, reaching, and sometimes exceeding the level of development of these qualities of the sighted. The limited external impressions have a negative impact on the formation of the qualities of attention. The slowness of the process of perception, carried out with the help 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.

For the successful implementation of a particular type of activity, the development of appropriate properties of attention is required. So, in 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 a specific activity 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. It is necessary for the blind and visually impaired to compensate for visual impairment.

actively use the information coming from all intact and broken analyzers; the concentration of attention on the analysis of information received from one of the types of reception does not create an adequate and full image, which leads to a decrease in the accuracy of indicative and labor activities.

The limited information received by partially seeing and visually impaired people causes the appearance of such a feature of their perception as the schematism of a visual image. The integrity of the perception of the object is violated, in the image of the object, not only secondary, but also certain details are often missing, which leads to fragmentation and inaccuracy in the reflection of the environment. Violation of the integrity determines the difficulties of forming the structure of the image, the hierarchy of features of the object. For the normal functioning of the 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 hinder the full development of the cognitive activity of blind and visually impaired children, which is reflected both in 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 place ever more stringent requirements 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, a change in the rate of education occurs

temporary connections, which is reflected in the increase in the time required to consolidate the connections, and the number of reinforcements. In the work of L. P. Grigorieva, devoted to the study of the relationship between visual perception and mnemonic processes in partially seeing schoolchildren, it was shown that in these children, along with a longer time of recognition of visual stimuli, there is also a decrease in the volume of operational, short-term memory, which varies 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.

It can be said that such profound visual impairments, blindness and low vision, have an impact on 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 self-observation (A. Krogius, F. Tsekh, K. Bürklen, and others). Emotions and feelings of a person, being a reflection of his real relationship to objects and subjects that are significant for him, cannot but change under the influence of visual impairments, in which the spheres of sensory cognition are narrowed, needs and interests change. The blind and visually impaired have the same "nomenclature" of emotions and feelings as the sighted, and show the same emotions and feelings, although the degree and level of their development may differ from those of the sighted (A. G. Litvak, B. Gomulitzki, 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 occurs at the age of 4-5 years, who understood and experienced their defect in adolescence, awareness of the 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 low self-esteem, a low level of claims, and pronounced depressive components of behavior.

In activity, new mental formations are formed, it creates a zone of proximal development of the child. Children with profound visual impairments are characterized by a slow formation of various forms of activity. Children need specially directed training in the elements of activity and, mainly, its executive part, since the motor sphere of blind and visually impaired children is most closely related to the defect and its influence on motor acts is the greatest. In this regard, the active and developing role of the leading activity is stretched over time. For example, in preschool age, among the blind, interchangeable forms of leading activity are subject and play (L. I. Solntseva), and in primary school age - play and learning (D. M. Mallaev). At the age of up to three years, there is a significant lag in the mental development of children with visual impairments due to emerging secondary disorders, manifested in inaccurate ideas about the world around them, in the underdevelopment of objective activity, in slow-developing practical communication, in orientation and mobility defects in space, in general development motility.

The formation of learning activity in blind and visually impaired junior schoolchildren is a long and complex process. The basis of this process is the formation of readiness to consciously and deliberately acquire knowledge. At the initial stage, learning is still an unconscious process that serves the needs of other species.

activities (play, productive activity), and their motivation is transferred to the assimilation of knowledge. Teaching at the first stages has no educational motivation. When a blind child begins to act out of interest in new forms of mental activity and he develops an active attitude towards the objects of study, this indicates the emergence of elementary cognitive and educational motives. Children have a special sensitivity to assessing the results of learning, the desire to correct their mistakes, the desire to solve "difficult" tasks. This indicates the formation of educational activity. But it still quite often proceeds in the form of a game, although it has a didactic character.

L.S. Vygotsky considered the child's acceptance of the requirements of an adult to be the main moment that determines and characterizes learning activity. L. S. Vygotsky called the system of requirements for the child the program of the educator. 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 program of adults, i.e. it becomes his program as well. Thus, the requirements put forward by the teacher become the requirements of the child himself.

The organizational-volitional side of educational activity is the most important in compensating for visual impairment. It is the activity of the blind in cognition, the ability to achieve results, despite the 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 for the implementation of educational activities is manifested in

emotional-volitional effort, in the ability to subordinate their actions related to the performance of the task, the requirements of the teacher. There is no difference between the blind and the sighted in this. Differences arise in the implementation of the very process of learning activity: 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, the automatism of the movement of the tactile hand is developed, control over the course and effectiveness of activities.

Purposefulness and the ability to regulate one's behavior, associated with the ability to overcome obstacles and difficulties, characterize the will of a person. The will plays an important role in the self-determination of the identity of the blind and visually impaired and his position in society. These people have to overcome greater difficulties than the sighted in learning and acquiring the same volume and the same quality of professional knowledge. In tiflopsychology, there are two opposing views on the development of will in persons with visual impairments. In accordance with one - blindness has a negative impact on the development of volitional qualities, adherents of another view argue that overcoming difficulties forms a strong, strong will.

The formation of volitional qualities of blind and visually impaired children begins at an early age under the influence of an adult educator. There are practically no experimental typhlopsychological studies of the will. Only the formation of the structural components of the will, such as motivation in preschoolers and schoolchildren, the arbitrariness of operating with ideas, and the development of self-control, were studied.

The volitional qualities of a blind child develop in process of activity,

characteristic for each of the ages and corresponding to the potential, individual capabilities of the child. The motives of behavior, formed adequately to his age and level of development, will also stimulate his activity.

The complication of motives contributes to the transition to more complex and socially more significant forms of activity in the children's team. Motivation plays a stimulating role in the formation of labor skills.

[ 8, p. 67-85].

Chapter 2. Psychological and pedagogical support for visually impaired

Stages of drawing up an individual program for the development of a child

The purpose of the preliminary stage of work - collection of information about the child.
The purpose of the diagnostic stage : - the study of the emotional and personal characteristics of the child, his status, zones of actual and immediate development are determined.
The purpose of the correctional developmental stage: - improvement of the mental state of students, correction of the emotional-volitional and cognitive spheres, assistance in socialization and career guidance, timely organization of medical and recreational activities.
Purpose of the final stage - analysis of the results of the effectiveness of psychological, pedagogical and medical and social support for students in a boarding school, adaptation of the child, correctional and developmental work, etc.

Work dynamics

1. Identification of the actual problems of the child.
2. Development of ways to support and correct.
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, adaptive, preventive or correctional-developing) will help the speech therapist, teacher-psychologist, social pedagogue and educator to effectively implement the program content.

Golikov Alexey, born in 2008

The level of development of the cognitive sphere of the middle level. Slow pace of learning activity. The level of voluntary attention is low.

Purpose of psychological support involves the correction and psychoprophylaxis of the personal (emotional, cognitive, behavioral) sphere of the child.
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;

to form the need for communication and interaction with adults and peers;

development of school motivation and the ability to stay within the school rules.

Forms of work:

fairy tale therapy , where psychological, therapeutic, developmental work is used. A fairy tale can also be told by an adult, and it can be a group storytelling, where the storytellers can be a group of children.

Play therapy - classes can be organized invisibly for the child, by including psychologist-educator into the process gaming activity. Play is the most natural form of a child's life. In the course of the game, an active interaction of the child with the outside world is formed, his intellectual, emotional-volitional, moral qualities develop, his personality as a whole is formed. Role-playing games contribute to the correction of the child's self-esteem, the formation of positive relationships with peers and adults. The main task of dramatization games is also the correction of the emotional sphere of the child.

Relaxation - depending on the condition of the child, calm classical music, sounds of nature, animal watching, use of a dry pool are used.

Sand Therapy – classes are conducted using a sand and water center.

Psychogymnastics - includes rhythm, pantomime, stress relief games, development of the emotional and personal sphere. Games "My mood", "Cheerful - sad", etc.

Art therapy is a form of work based on the visual arts and other forms of work with a child. The main task is to develop self-expression and self-knowledge of the child. Children's drawings not only reflect the level mental development and individual personality traits, but are also a kind of projection of personality. Doodles represent the initial stage of children's drawing and show both the age dynamics of the development of the drawing and individual personality traits.

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 that are peculiar only to children with visual impairments are taken into account.

Work with a visually impaired child should include not only individual work, but also group work. The child included in the team receives an incentive for further work. In addition, the child learns to communicate, sympathize with another, provide support. Thus, his status rises, the child begins to believe in himself.

Bibliography

1. Grigorieva L.P. Psychophysiological studies of the 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. S. 22-28.

3. Grigorieva L.P. Psychophysiology of visual perception of visually impaired schoolchildren: Abstract of the thesis. dis. . Dr. Psychol. Sciences. 1985. - 28 p.

4. Grigorieva L.P., Kondratieva S.I., Stashevsky C.V. Perception of color images in schoolchildren with normal and impaired vision // Defectology. 1988. - No. 5. - S. 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 impairment - M., 1990.

7. Zemtsova M.I. Features of visual perception in severe visual impairment in children // Special School: Issue. 1 (121) / Ed. A.I. Dyachkova. -M.: Enlightenment, 1967. S.89-99.

8. Fundamentals of special psychology: Proc. allowance for students. avg. ped. textbook institutions / L. V. Kuznetsova, L. I. Peresleni, L. I. Solntseva and others; Ed. L. V. Kuznetsova. - M.: Publishing Center "Academy", 2002. - 480 p.

Pedagogical support for a child with visual impairment.

A child with visual impairment needs increased attention of the teacher, the competent alignment of his educational route, the construction of the trajectory of his life. Pedagogical experience of working with children with vision pathology shows that the sooner children receive help from the adult community - teachers, specialists and parents, the more successfully their psychological development will proceed, thanks to the unique compensatory capabilities inherent in each child.

The inclusive education and upbringing being implemented at the moment allows children with developmental disabilities, with health problems, the opportunity to receive education in the conditions of mass preschool institutions.

Understanding the importance of timely provision of adequate assistance, an effectively built individual development trajectory, the teachers of our preschool institution develop plans for individual pedagogical support for children with vision pathology. Close cooperation with an ophthalmologist and an orthoptist nurse allows us to solve such problems as:

1. The development of visual representations of the objective world.

2. Development of sensorimotor skills.

3. Formation of ideas about the world around.

4. Activation of visual functions (visual load): increased visual acuity.

5. Development of speed, completeness and accuracy of visual examination of objects and images.

We will introduce you some of the activities used by educators kindergarten for the successful development of children, regardless of the level of their competence development and life experience:

Compliance with the requirements for wearing an occluder and glasses.

The use of ophthalmic simulators to relieve visual fatigue and exercise vision, the development of visual perception and orientation in space.

Correction of touch and fine motor skills with the help of games: “Spread out by color and shape”, “Assemble the pattern”.

The use of exercises such as superimposing one image on another, tasks for stringing beads, tracing contour images through tracing paper, laying out mosaics.

Exercises for the development of visual perception are included (to highlight the shape, color, size and spatial position of objects). For example, “Find the same object”, “Pick up the same objects”, “What is closer to you, further”, “Make a whole out of parts”, etc.

Development of oculomotor functions with the help of games like “Roll the ball into the goal”, “Hit the target”, etc.

More attention is paid to the development of memory, attention.

Development of pupils' sensitivity to sounds environment necessary for the development of auditory attention.

Individual work on the development of skills - technical and artistic, in drawing.

Introduction to the child different kinds children's activities: play, learning, work and dosing of content in accordance with its 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 fatigue occurs in the process of organized learning activities, rest is given until the end of the lesson.

The child is offered boxes with natural material, tactile boards, containers, bags, which is necessary for active stimulation and development of tactile and tactile-kinesthetic functions.

There is a use of the logical connection of individual and differentiated work aimed at adapting the child to the surrounding reality, preparing for successful schooling.

Involvement of children in theatrical and musical activities.

Using ophthalmological requirements when working with visibility.

With the help of these directions in the work on accompanying children with visual pathology, a positive trend is achieved in the competence development of the child, his potential, preparation for stress-free education in elementary school.

Ministry of Education and Science of the Russian Federation

State budget educational institution

higher professional education of the city of Moscow

"MOSCOW CITY PEDAGOGICAL UNIVERSITY"

Kalyaeva Elena Nikolaevna

(MOU "Pavlovskaya secondary school", Istra district, Moscow region)

FINAL QUALIFICATION WORK

The program of individual support for a child with visual impairment, primary school age in conditions secondary school

under the advanced training program for managers and specialists of PMPK, implemented as part of training events

State Program "Accessible Environment"

Introduction:

Vision is the most powerful source of information about outside world. 85-90% of information enters the brain through the visual analyzer, and a partial or deep violation of its functions causes a number of deviations in the physical and mental development of the child. The visual analyzer provides the most complex visual functions. It is customary to distinguish between five main visual functions. Research by specialists shows that developmental delay caused by visual impairment can be overcome under appropriate conditions of training and education. However, this process takes a long time, requires great effort and knowledge of specific deviations and preserved abilities of children.

The category of visually impaired students is heterogeneous in composition, including: in terms of individual visual abilities, the level of compensatory abilities, the characteristics of psycho physical development, due to the features intellectual sphere.

typological, characteristic of the entire category of the visually impaired;

specific, characteristic of certain groups of visually impaired students

Determination of an option for a visually impaired student is carried out in accordance with the recommendations of the PMPK, taking into account the wishes of the parents (legal representatives). In the event of persistent difficulties during training, a visually impaired student is sent for a comprehensive psychological, medical and pedagogical examination in order to develop recommendations for his further education. The procedure for implementing the transition of the visually impaired

The results of mastering visually impaired students of individual work are:

Possession of effective compensatory methods of cognitive, practical, communicative activity, providing a visually impaired student with the ability to organize educational activities, educational cooperation, orientation in the educational environment of the organization;

Improving opportunities in spatial orientation, including: the formation of orientation skills in microspace and the improvement of skills in orientation in macrospace; the ability to use all safe analyzers in orienting activity, to use optical correction and typhlotechnical means; free and successful use of mastered indicative skills and abilities in new (non-standard) situations; the ability to adequately assess their visual capabilities and take them into account in spatial orientation; the ability to adequately request help, to seek help in case of sudden difficulties.

Development of the interpersonal coordinate system "visually impaired - sighted peer", "visually impaired - sighted adult", including: developing the skills of cooperation with normally seeing adults and peers in different social situations; mastery of verbal and non-verbal means of communication (perception, understanding, production, use); increased desire to expand contacts with peers; developing the ability to use in the process of interpersonal

communications all safe analyzers; the formation of skills in an understandable form to express their thoughts, observations, conclusions; readiness for complicity, empathy, emotional responsiveness; development of self-control and self-regulation in the process of communication.

Increasing the differentiation and comprehension of the picture of the world, including: enrichment of the sensory experience of cognition and activity; expansion of subject (concrete and generalized), spatial, social representations; development of compensatory methods of activity; expanding the range of subject-practical skills and abilities (including social and household ones); readiness to build a holistic and differentiated picture of what is happening; mastering the ability to comprehend the picture of the world; availability of knowledge about typhlotechnical means that expand cognitive capabilities in conditions of low vision; the formation of skills to use optical, tiflotechnical and technical means in educational activities and Everyday life; increasing cognitive and social activity; increased independence in academic and daily life.

Increasing differentiation and understanding of age-appropriate social environment, accepted values and social roles, including: development of interest in members of the immediate environment; expansion of ideas (adequate to age) about various representatives of a wide society; development of attention to the state, mood, well-being of others; development of differentiation of one's own emotional manifestations and development of understanding of the manifestations of others; expansion of ideas about the rules, norms, values accepted in society; enrichment and expansion of the student's social experience.

The results of mastering the program for visually impaired students corrective work manifested in achievements:

uses safe analyzers and compensatory methods of activity in the educational and cognitive process and everyday life;

formed the skills of orientation in the microspace and mastered the skills of orientation in the macrospace of the OO;

has adequate (according to age) subject (concrete and generalized), spatial, social representations;

shows cognitive interest, cognitive activity;

has ideas (corresponding to age) about modern tiflotechnical, optical and technical means that facilitate cognitive and educational activities, and actively uses them

shows a desire for independence and independence from others (in everyday matters);

is able to adequately use verbal and non-verbal means of communication;

capable of social activity;

capable of complicity, empathy, emotional responsiveness;

able to persevere in achieving the goal;

shows self-control and self-regulation (in accordance with age);

knows and takes into account the existing contraindications and limitations in educational activities and everyday life.

Main part:

Purpose of the program

The program of individual support for a child with visual impairment in accordance with the Standard aimed to:

assistance to children with visual impairments in mastering the basic educational program of general education; overcoming the difficulties of students in educational activities;

mastering the skills of adapting students to society;

organizing the work of teachers and specialists of an educational institution in the direction of creating optimal psychological and pedagogical conditions to ensure shortcomings in the physical and (or) mental development of children with disabilities; (visual impairment)

developing the potential of students with disabilities.

Children with disabilities may have physical and (or) mental development disorders of various nature and severity, ranging from temporary and easily remedied difficulties to permanent deviations that require an individual training program adapted to their abilities or the use of special educational programs- creation of conditions conducive to the development of children with disabilities in the basic educational program of primary general education and their integration in an educational institution.

Program objectives:

Identification and satisfaction of the special educational needs of students with disabilities when they master the main educational program of basic general education;

Determining the characteristics of the organization educational process and integration conditions for the category of children under consideration in accordance with the individual characteristics of each child, the structure of the developmental disorder and the degree of severity (in accordance with the recommendations of the psychological, medical and pedagogical commission);

Implementation of individually oriented socio-psychological-pedagogical and medical care students with disabilities, taking into account the peculiarities of mental and (or) physical development, individual capabilities of children (in accordance with the recommendations of the psychological, medical and pedagogical commission);

Development and implementation of individual programs, curricula, organization of individual and (or) group classes for children with severe impairment in physical and (or) mental development, accompanied by the support of a tutor of an educational institution;

Ensuring the possibility of education and training in additional educational programs of socio-pedagogical and other areas, obtaining additional educational correctional services;

Formation of mature personal attitudes that contribute to optimal adaptation in a real life situation;

Expanding the adaptive capabilities of the individual, which determine the readiness to solve available problems in various fields life;

Development of communicative competence, forms and skills of constructive personal communication in a group of peers;

Implementation of a comprehensive system of measures for social adaptation and vocational guidance of students with disabilities;

Providing advisory and methodological assistance to parents (legal representatives) of children with disabilities on medical, social, legal and other issues.

- Continuity. The principle ensures the creation of a single educational space during the transition from primary general education to basic general education, contributes to the achievement of personal, meta-subject, subject results of mastering the main educational program of basic general education, necessary for students with disabilities to continue education. The principle provides a link between the individual work support program and other sections of the basic general education program: the program for the development of universal educational activities for students at the level of basic general education, the program for the professional orientation of students at the level of basic general education, the program for the formation and development of students' ICT competence, the program for social activities students.

- Respect for the interests of the child . The principle defines the position of a specialist who is called upon to solve the problem of a child with maximum benefit and for the benefit of the child.

- Consistency . The principle ensures the unity of diagnostics, individual support of a child with visual impairment and development, i.e. a systematic approach to the analysis of developmental features and correction of disorders in children with disabilities, as well as a comprehensive multi-level approach of specialists in various fields, interaction and consistency of their actions in solving child's problems.

- Continuity . The principle guarantees the child and his parents (legal representatives) the continuity of assistance until the problem is completely resolved or an approach to its solution is determined.

- variability . The principle involves the creation of variable conditions for the education of children with various disabilities, accompanied by a visual impairment child.

It is known that the beginning of schooling is a turning point in the life of any child. At this time, the way of his life and type of activity changed dramatically. For first-graders with visual impairments, the new role of a student often becomes a source of even greater physical and emotional stress. On the general difficulties of the transition from preschool childhood to schooling, problems caused by a visual defect are superimposed. In visually impaired children, visual perception proceeds in conditions of a depleted visual environment, they experience serious difficulties in determining color and color tone, brightness, contrast, as well as the shape, size and spatial arrangement of objects. It is difficult for children to distinguish between several objects, to identify them at the same time. Deficiencies in visual perception negatively affect the development of mental operations (analysis, synthesis, comparison, generalization, etc.) of younger students, which greatly complicates educational and cognitive activity. Difficulties are related both to the pace academic work as well as the quality of the performance of educational tasks. All this inevitably leads to low academic performance, and the situation of failure often develops into negative emotional states, which reduces the positive motivation for learning activities and can cause the formation of negative qualities children's personalities.

The program "I see the world" is an additional program that provides individual support for children of primary school age with vision pathologies. It can be implemented by a defectologist, psychologist or teacher who is specially trained to work with children in an equipped sensory room.

The program uses methods of group and individual correctional work on the development of visual perception in children with visual impairment. Work can be carried out with children and correctional, and general education classes elementary school.

Individual support program for a child with visual impairment– correction and development of visual perception in younger schoolchildren with the help of sensory room equipment.

Program objectives:

develop and improve the objectivity of children's perception through the clarification of their visual object representations;

to teach children to recognize objects proposed for perception in different versions, to highlight signs of object identification;

improve methods of visual examination of objects;

through the development of spatial representations, to develop in children the perception of the depth of space, the ability to navigate in it;

improve visual-motor coordination of children with visual impairments.

The main stages of the organization of work:

Preliminary stage:

studying the anamnesis of each child in the class;
completing a child development chart.

Diagnostic stage:

identifying the level of development of visual perception of each student in the class;
obtaining objective data on the state of visual perception and visual functions, which are subject to further correctional and developmental influence.

Correction-developing stage:

implementation of correctional and developmental work using special psychological and pedagogical tools and equipment for correctional classes on the development and correction of visual perception through individual and group work;
dynamic observation of students by specialists of psychological and pedagogical support.

The final stage:

tracking the dynamics of the development of visual perception of schoolchildren.

The program "I see the world" includes 10 lessons aimed at the correction and development of visual perception. The first and last lessons are diagnostic.

Classes are held once a week. The duration of the lesson is 30-40 minutes, every 10 minutes visual gymnastics or physical training is carried out.

At each lesson, the exercises are repeated using more complex material and in new conditions, taking into account the individual characteristics of children.

Approximate lesson structure:

organizational part. Games and exercises to help psycho-emotional stress to develop communication skills.

Final part. Summarizing.

Estimated result. Ensuring the maximum development and automation of all visual functions of children with visual pathology.

An example of a lesson

Goals:

Development of children's color perception (search, detection, identification of objects by color; highlighting colors in the world, fixing by saturation).

Development of visual memory and visual attention of children.

Training, the ability to recognize one's own emotional condition.

Sensory room equipment:

Two bubble columns (7 colors),

Fish in columns (10).

Carpet "Milky Way"

In addition, the lesson will require colored cards, pictogram cards depicting different emotions.

Greetings. Familiarization with the rules of work.

corrective exercises.

Emotional attitude to work.

The final stage. Farewell ritual.

1. Preparation for effective perception.

1. The development of visual representations of the objective world.

2. Development of sensorimotor skills.

3. Formation of ideas about the world around.

4. Activation of visual functions (visual load): increased visual acuity.

5. Development of speed, completeness and accuracy of visual examination of objects and images.

Organization medical care

Health saving acts as one of the tasks of educational

process, so medical support for schoolchildren with disabilities

vision is a prerequisite for the creation of special

educational conditions. The main direction of medical

conduction is the prevention of diseases of the organ of vision. By

this direction it is necessary to organize medical support

not only children with visual impairments, but also all students of the school.

Preventive measures at school include: control

vision conditions in school medical offices and referral

for treatment to ophthalmologists in district clinics; spent

pedagogical councils, parent meetings, consultations,

class hours and socially significant actions on the issue of conservation

educational process, carrying out special preventive measures

acceptance (if possible, limiting eye strain and duration

visual load, constant change of one type of activity

ness to others; performance special exercises for the eyes in the lesson;

conversations with parents about the mode of rest and activities of children at home).

Information Support

Information and educational environment of an educational institution

research should include a set of technological means

(computers, databases, communication channels, software

products designed with special educational needs in mind

children with disabilities). The required information must be submitted to

school website.

For children with visual impairment in the information environment of the institution

niya should be present sound guidance to accompany

visually impaired in the building (at the beginning and at the end of the corridor, the designation of this

madam); translators for transmission necessary information.

Logistics

Creation of special educational conditions at school begins

from the organization of the material and technical base, including the architect

environment (extracurricular and educational space) and special education

ore.

architectural environment

When a visually impaired child comes to school, the first

the difficulty he will encounter is the difficulty in orienting himself in

space. Therefore, for a comfortable stay at school, he needs

help with just that.

School entrance

The extreme steps of the stairs at the entrance to the school for orientation re

a visually impaired child should be painted in contrasting

colors. Railings are a must. Railings should be on both sides

ronam stairs at a height of 70 and 90 cm, for children of elementary grades -

50 cm. The most convenient railing is circular with a diameter of at least 3-

5 cm. The length of the railing should be 30 cm longer than the length of the stairs with each

doy side.

The door is also better to make a bright contrasting color. If the doors

glass, then it is necessary to mark the opening parts on them with bright paint.

The interior of the school

Along the corridors, you can make handrails around the perimeter to

a person who sees poorly could, holding on to them, navigate

when moving around the school. Another way to make orientation easier

tion of a visually impaired person within a school can be a variety of

embossed flooring - when changing direction, the relay also changes

ef sex. It can be floor tiles, and just carpets.

ki. The outer steps inside the school, as well as at the entrance, need to be painted

in bright contrasting colors and equip with railings.

Another solution to the problem of climbing stairs is

a sighted or blind child may have tactile cues

ry for stairs and corridors (designation by touch). Preferably

so that the signs in the classrooms are written in large

font in contrasting colors or there were signs with the inscription

Braille.

You can use sound cues to accompany the

seer in the building (at the beginning and at the end of the corridor, floor designation).

school locker room

In locker rooms, visually impaired students should be allocated an area in

side of the aisles and equip it with handrails, benches, shelves and

hooks for bags and clothes, etc. It is desirable that this area

only used by the same people. Required several times

lead the child to this place so that he remembers it.

School canteen

In the canteen, a visually impaired child should have their own

a parking place that only he will use. Also wish

It is important that this place be in the immediate vicinity of the

feta rack in the dining room, but at the same time it is undesirable for children with disabilities

plant in the dining room separately from other classmates. Desirable

also, that children with visual impairments in the canteen be helped by workers

ki or attendants.

classrooms

Here, too, it is important to consider that students with visual impairments need

we need to create conditions for orientation in space. For creating

accessible and comfortable environment in the classroom, it is recommended to equip

to give them single student places allocated from the general

area of the room with a relief texture or carpeting

floor surface.

It is necessary to pay attention to the lighting of the desktop, for which

eye sits a child with poor eyesight, and remember what is written on before

ske needs to be voiced so that he can get information. Parta re

a visually impaired child should be in the forefront of the teacher

telskogo table and next to the window.

When the lecture form of classes is used, the student with

visually impaired or the blind should be allowed to use a voice recorder

nom is his way of taking notes. It is desirable that benefits

which are used in different lessons, were not only visual, but

and embossed so that a blind student can touch them.

Lighting

According to hygiene requirements, in classrooms

at a distance of 1 m from the wall opposite the light openings,

the coefficient of natural illumination of KEO should be 1.5%.

For classrooms in schools for visually impaired and blind children, the coefficient

The factor must be at least 2.5%. coefficient of natural

22illuminance KEO is the ratio of illuminance

indoors to illumination at the same time outdoors

For classrooms, this light factor should be

set 1:5, for other premises - 1:8. (Light factor

entom is the ratio of the glazed area of windows to the area

floor.) In order for the illumination of the classrooms to be sufficient, the depth of their

should not exceed the distance from the top edge of the window to the floor

more than 2 times. The bottom edge of the windows should be

party level; width and thickness of window frames and bindings should be

reduce as much as possible. Natural light should be

in the range from 800 to 1200 lux; desirable uniformity of illumination

nia, the absence of sharp shadows and gloss on the working surface. For

light light curtains or blinds. On cloudy days, early

morning and evening hours to ensure optimal illumination

at the workplace, it is necessary to turn on artificial lighting

Particular attention should be paid to the condition of window panes, as

how their cleanliness affects the illumination of the room. Unwashed glasses

absorb 20% of light rays. By the end of winter, when the windows are capped

especially a lot of dust and dirt is poured, this number reaches 50%.

To eliminate obstacles to the entry of children into the premises

daylight educational institutions need to contain

harvest window panes clean. Regularly (once a week in the nursery and children

kindergartens and once a month in schools) you need to wash or wipe the glass

wet way with inside and at least 2 times a year - sleep

guns. For efficient use of daylight and evenly

th lighting of classrooms should not be placed on window sills

flowers, visual aids, large aquariums, etc. Indoor colors

you and various plants need to be placed in the piers between the windows

in portable flower beds 65-70 cm high from the floor or arranged in

corridorsrecreations.

Desks in classrooms should be located so that the windows are

to their left, and the shadow from writing hand did not fall on paper if the child

right-handed. Windows should not be behind desks (due to possible

shadows from the head and torso on the work surface), as well as

in front of the desks (so that the bright sunlight does not blind the eyes).

Adjustable sun shades are installed on the windows

(blinds, fabric curtains, etc.) to eliminate glare

through direct sunlight. Curtains are not allowed

polyvinyl chloride film. Recommended for decorative purposes

arrange the curtains along the edges of the window opening in such a way that

23 they only went 10-15 cm beyond its edges. Curtains must be

light and match the color of the walls and furniture.

Trees should not be allowed to darken the windows. It is necessary to plant trees

walk no closer than 15 m, and shrubs - no closer than 5 m from the building

Natural light in the classroom depends on the degree of reflection

daylight from ceilings, walls, furniture and other surfaces. Poeto

reflective surfaces should be painted in light colors,

giving a sufficiently high (40-80%) reflection coefficient. For

painting of the ceiling, window openings and frames must be used without

light color, for the walls of classrooms - light colors of yellow, beige

blue, pink, green, blue.

School furniture is painted in the colors of natural wood or

light green color. Light coloring has a positive psycho

logical action. Exercising in a bright room increases vitality

ny tone and performance of students. It is also necessary to

vanishing is the use of finishing materials and paints, with

giving a matte surface to avoid shine.

The use of daylight should be maximized. One

even if all the above conditions of one EU are met

natural lighting of classrooms is not enough, and

there is a need for additional lighting. Need by

to think that lighting for visually impaired children should be

not only sufficient in quantity, but also of high quality

honest. Artificial lighting is provided by artificial

other light sources: electric incandescent lamps or

gas-discharge lamps (for example, fluorescent). It poses

allows you to create constant levels of illumination in the workplace and

easily adjustable. At the same time, artificial lighting

a number of disadvantages: blinding brightness of lamps, a specific spectrum of light

torrent flow, often distorting the color of surrounding objects,

pulsation of illumination when using gas-discharge lamps, and

also the general monotony of lighting. In the classrooms

predominantly fluorescent lighting is envisaged using

using such lamps as LB, LHB, LEC. This creates

more effective conditions for the perception of colors, which is especially

important for visually impaired children as the ability to distinguish colors

they have reduced.

The use of incandescent lamps is allowed; envisaged

blackboard lighting. Mirror lights are placed you

0.3 m above the top edge of the board and 0.6 m towards the class in front of the dos

coy. In classrooms, laboratories, the level of illumination should

be at least 500 lux.

24Indicators of illumination of the workplace (Krivoruchko T.V., Loni

on V.A., Blinova E.I. et al., 2003): 100-250 lux for albinism, patolo

lens gia, congenital cataract and corneal dystrophy; 250-

700 lx for glaucoma, coloboma of the iris and choroid, pigment degassing

neration, juvenile macular degeneration of the retina, myopic

degeneration, optic nerve atrophy, refractive errors, chorio

retinitis and its consequences.

Visual comfort normally depends on the following indicators

(Grigoryeva L.P., 1985): total illumination, which determines

no adaptive eye level; brightness of the visible field; located

niya light source in relation to the direction of view; facets

values of the blinding action of the source; elimination of shadows; degree

approximation of the emission spectrum to the spectrum of daylight. Kon

control of lighting conditions is carried out by calculation or by changing

illuminance using luxmeters, luminance meters or

diometers.

When working with televisions or computers, the following are unacceptable.

conditions:

Watching TV shows in complete darkness;

Changing the brightness on the screen, flickering, turning off and

turning on the general lighting when showing films and dia

positives;

Showing filmstrips on the wall, since this largely

degree, the brightness is reduced and the color of the images is distorted;

Long-term fixation of the gaze on the TV screen (required

from time to time to change the direction of gaze - this gives the eyes from

Due to a significant decrease in vision, visually impaired tests

have great difficulties when using mass screen aids

beats. They perceive cinema insufficiently fully and accurately, and in some

in some cases it is distorted.

Special equipment

For the blind: individual cane for moving around the building;

Equipment in the gym having a tactile surface

For the visually impaired: visual landmarks on sports equipment

Educational desks, adjustable for the height of the child and for the inclination of the hundred

For the visually impaired: pointers with a bright tip;

Various magnifying devices (desktop magnifiers and for mo

strong use);

25- additional lighting at the workplace of the child (school desk) and up to

additional board lighting;

A room for psychological unloading, equipped with soft

modules and carpet.

Hygienic requirements for educational equipment

Teaching aids should be selected in such a way that

to satisfy both ophthalmic and medical

pedagogical requirements.

In educational work, it is necessary to take into account visual

opportunities for children: increase the font, change the color scheme,

correlation of work in different planes, reduction of volume and time

nor doing written work.

write notebooks and copybooks with a wide line and additional lines

coy. Leave wide spaces between lines. Not reko

It is recommended to write on thin and/or glossy paper.

The optimal distance between the eyes and visual objects

work for children of primary school age with myopia and glaucoma

is 24 cm, for older students - from 30 to 35 cm.

those of vision 0.06-0.2, this distance is reduced to 17-25 cm, with acute

those of vision are 0.01-0.05 to 3-12 cm.

Visually impaired schoolchildren bending over while reading and writing, then

nyayut working surface, the illumination of the page at the same time reduces

sya. So, if, when reading a text at a distance of 33 cm from the eyes, it is illuminated

The lightness on a book page is 650 lux (the minimum allowable

level), then at a distance of 10 cm - only 150 lux. zoom illuminated

ness in the workplace is possible using local lighting with the help of

schyu incandescent lamps.

For visually impaired children, the degree of uniformity of illumination is important.

working surface. Invalid a big difference in brightness

between the work surface and the surrounding area. This

leads to increased fatigue and decreased visual work

ability. For this category of children should be used

tutorials with larger letters, for less stress

eyes at work. The material must be clear, precise, bright and

colorful, without excessive detail. Image Contrast

in textbooks and optoelectronic devices should be found

should be in the range of 60-100%, and the saturation of color tones should

be 0.8-1.0.

It is preferable to use black images on white

or yellow background and vice versa. With myopia and strabismus, children are smaller

pay attention to the color, and more to the shape of the object. For up to

26 schoolchildren and schoolchildren with impaired color perception must

dimo strictly think over color combinations while

presentation. Acceptable pen writing in green, black and

of red color.

With nystagmus and strabismus, it is very difficult for a child to switch down

mania from one object to another, from one plane to another, defining

visual aids with a small number of elements.

27IV. Organizational and pedagogical support

Preventive vision mode for the classroom, in which

there are children with visual impairments (necessary prevention for

all children)

Considering the need for continuous ophthalmogygy

Know the ophthalmological characteristics of each child;

scoring), and monitor their execution;

If there is a suspicion of visual impairment in a student on

send him to the school ophthalmologist;

Monitor the correct posture of children when learning to read and write;

Be aware of children who have limitations in physical education and

labor training, and monitor their observance;

Take care of the prevention of visual fatigue in the classroom;

To conduct physical education classes in accordance with the methodology agreed

with an ophthalmologist and a physical education teacher.

Limiting eye strain and strengthening physical and

auditory load.

At labor lessons, the duration of visual load is reduced

(sewing, drawing, modeling).

During the lesson, physical education for the eyes is organized (special

exercises for 30-60 seconds), which is the prevention of the viewer

violations for all students in the class.

It is necessary to periodically transplant students, changing rows.

Take breaks while reading for 10-15 minutes every 30-

45 minutes. Limit TV viewing to 30 minutes.

Talk with parents about the schedule of rest and activities of children

For elementary school: For a visually impaired child, increase

increase the number of lessons per day gradually. Do not do it several times a week

4, but 3 and even 2 lessons a day. This must be accompanied and

one type of activity to another.

During the lesson, the teacher needs to monitor the posture of the students.

Poor posture creates unfavourable conditions for the function

ionization of many organs and systems, including the organ of vision.

A child with impaired posture loses dynamism and elasticity.

musculoskeletal system of the shoulder girdle, and the child during

while working at close range bows his head low, which in

This, in turn, leads to a spastic state of accommodative

eye muscles.

The teacher must strictly observe the indications and contraindications

niya to sports. Limit sports competition

tiya weights (you can assign sports such as swimming without

jumping, rowing, jogging, tennis, etc.).

With high myopia, and especially with a complication of

fundus, glaucoma, subluxation of the lens and other contraindications

we are all sports associated with a sharp movement of the body and are possible

the intensity of his concussion, weight lifting, large physical

spinning.

Features of placing children with visual impairments in the classroom

Children with strabismus without amblyopia should sit in the middle row.

on any desk, for children with strabismus and amblyopia - in the middle row on

the first desks (the lower the visual acuity, the closer to the board). but

it is necessary to take into account the type of strabismus. With convergent strabismus

the student should sit as far away from the board as possible.

visual acuity; with divergent strabismus - on the contrary, as possible

closer to the board, despite visual acuity. Children suffering from light

ulcer (with albinism, etc.), should sit as far as possible from the wasps

broadcast windows; you can shade their place with a screen. With cataract

children work better away from the light. Children with glaucoma

(in the absence of photophobia), on the contrary, should sit as much as possible

close to lighted windows.

Dark brown and dark colors are installed in the classrooms.

green matte boards to avoid glare and harsh contrast

between the surface of the board and the light surface adjacent to it

Organization of the lesson

For the prevention of visual fatigue should be strictly regulated

visual work. Duration of continuous vision

effective work for the visually impaired in primary school should not be

to exceed 10 minutes, and for some children with difficult eye

tology should be less than 10 minutes. For visually impaired students

elementary grades, the highest efficiency is observed in

the second lesson, for high school students - in the second and third lessons. Rabo

capacity changes during the week. The highest workforce

the property is observed on Tuesdays, while starting from Thursday it

decreases and reaches a minimum on Saturday.

When carrying out corrective exercises, it is necessary to take into account the functions

onal mobility of the retina: increasing its color sensitivity

29 in the daytime (from 13 to 15 hours) and photosensitivity - in the morning

gog when compiling a schedule of classes, distributing software ma

material, planning and writing notes. For a warning

fatigue during the demonstration of films, filmstrips, transparencies

Secondly, when watching educational TV programs, it is necessary to provide

nicks of visual-nerve comfort.

The duration of continuous use in the lessons of various

technical teaching aids (filmstrips, transparencies, cinema

films, etc.) is also regulated by hygiene standards.

So, depending on the age and nature of visual impairment,

Recommended viewing time is 7 to 30 minutes (1-

2nd grades: 7-10 minutes, 3rd-4th grades: 10-15 minutes, 5th-11th grades: 15-

indoors against the light, against the background of the window. I recommend to the teacher in clothes

it is advisable to use bright colors that are better perceived by the child

who have visual impairments.

Due to the fact that the pace of work of children with visual impairments slows down

flax, they should be given more time to complete tasks (especially

especially written ones). Certain visual impairments make it difficult for you

beautiful writing skill, so you should reduce the requirements

to the child's handwriting. The school psychologist is recommended for

activities with such a child, aimed at developing writing skills and

stencil drawing, hatching skills, orientation in micro

space (on a sheet of paper), the development of visual perception, outside

for the removal of visual fatigue (visual gymnastics),

inclusion in the educational process dynamic pauses, which

rye are a kind of rest for the eyes.

The teacher should speak more slowly, pose questions clearly, concisely,

specifically, so that children can understand them, think about the content. Sle

blowing not to rush them with an answer, but on the contrary, give 1-2 minutes to think

When conducting classes with children with visual impairments,

it is necessary to create conditions for a better visual perception

object, distinguishing its color, shape, placement against the background of other objects

projects, remoteness.

The material should be large, clearly visible in color, contour

ru, silhouette; it must correspond to natural dimensions, i.e. ma

tire must be less at home, tomato - less than a head of cabbage

30You need to place objects on the board so that they do not merge into

a single line, a spot, but stood out well separately.

conception, since children with visual impairment require a longer,

than normally seeing children, time for visual perception, os

thinking of the task, re-examination.

all the works at the same time, and show them taking into account the age of the children: de

children of primary preschool age - 2-3 objects, senior preschool

leg - 4-5 objects, junior school 6-7 objects.

On the individual lessons children are taught to name consecutively

pictures, lay them out in a row from left to right, moving to the bottom

row, look back at the first picture on the left.

Because children with visual impairments are dominated by

method of visual perception, then the exposure time is

of the laid material increases at least twice (compared to

with the norm).

Upon presentation of material related to its tactile observation

ing, the time also increases by 2-3 times compared to you

completion of tasks based on vision.

Should be given to a visually impaired child

the ability to approach the blackboard and consider the presented on

her material.

Directions of correctional developmental classes

Protection and development of residual vision and development of visual

perception

In natural life conditions, a child with normal vision

he is exposed to influences systematically and repeatedly

no visual stimulation. Significant reduction in vision

venously limits natural stimulation, as a result of which the child

nok cannot acquire the same sensory-perceptual experience as

seeing normally. Children with low vision are in poor

visual environment in which the genetic prerequisites for development

perceptions lose their power. Corrective work on the development of vision

body perception at this age contributes to a significant

improving the sensory basis of cognitive development.

Correctional developmental classes are represented by such disciplines

lines, such as: social orientation, speech therapy, exercise therapy, rit

mika, protection and development of vision and visual perception, development

touch and fine motor skills, the development of facial expressions and pantomime, pre

31metnopractical activity. These items, together with general

educational courses should provide:

Stimulation of sensory-perceptual activity (development of all

forms of perception);

Development of motor skills of the hand and methods of examination and manufacture

real objects, their images and models;

Development of social skills;

Development of facial expressions and pantomimics of blind and visually impaired students

Activation of social needs and development of skills

standing work;

Development of cognitive activity and cognitive interests;

Formation of the emotional-volitional sphere and positive qualities

honors of the individual.

Visual impairments are a category of psychophysical disorders, manifested in limited visual perception or its absence, which affects the entire process of personality formation and development. Individuals with visual impairments have specific features of activity, communication and psychophysical development. They are manifested in the lag, violation and originality of development. motor activity, spatial orientation, the formation of ideas and concepts, in the methods of subject-practical activity, in the features of the emotional-volitional sphere, social communication, integration into society, adaptation to work.

Typhlopedagogy deals with the peculiarities of teaching and educating children with visual impairments.

The education of blind and visually impaired children is carried out in special schools for children with visual impairments. However, for a number of reasons, some parents do not have the opportunity to send their child to such an educational institution, and therefore the child attends a general education mass school.

A teacher teaching a visually impaired child needs to know some specific features of corrective work with such children. This will allow him to most effectively organize the process of education and upbringing, create conditions for the formation and comprehensive development of his personality.

Workplace a visually impaired child should be properly and adequately lit. Such a child must be placed on the first (near the window) or on the second (middle) row. In addition, it should be borne in mind that a myopic child should be seated closer to the board, at the first or second desk. And a far-sighted child, on the contrary, needs to be put away from the board, on the last desks. This is due to the peculiarities of the visual anomaly of the child.

The teacher needs to ensure that the child perceives the educational material well on the board, in tables, on a map, etc. Therefore, pictorial visual aids should be clear, bright, large enough. If the task for independent work is written on the board, then the teacher must make sure that the child sees well and understands what is written there.

It is important to consider that in children with abnormal refraction (nearsightedness, farsightedness), visual fatigue increases. Therefore, they need, if possible, to give different types of work in the lesson, i.e. alternate visual work with other types of work. After intense visual work at the table for 10-15 minutes (reading, writing, drawing, etc.), the child needs to do exercises to relieve visual fatigue.

Given that it is during the period of schooling that the number of myopic children increases significantly, the administration and the entire teaching staff of the school need to control the amount of homework associated with visual work.

Necessary condition teaching a visually impaired child in a mass school is to create a certain psychological mood in him. He must be ready to overcome the difficulties that may arise from time to time. Classmates need to be introduced to the characteristics of such a child and form a friendly attitude towards him. Care should be taken to ensure that the child is not emotionally traumatized by normally seeing students. But at the same time, one should not overprotect the child, since excessive care once again emphasizes his instability.

Including a visually impaired child in work is a very difficult task for the teacher, for the child himself and for the students. There are a number of features of teaching a child with a visual anomaly, which the teacher must constantly remember. So a visually impaired child reads and writes more slowly than sighted students and will not be able to keep up with the whole class. In this regard, it is advisable to use a voice recorder, on which you can record fragments of the lesson. In addition, the teacher must remember that the time of visual work in a visually impaired child is limited (no more than 15-20 minutes).

The organization of frontal work in the classroom deserves special attention. For visually impaired children, it is necessary to prepare individual cards, texts, visual aids so that they can take part in the frontal work of the class.

In the course of the educational process, the speech of the teacher plays an important role. It must be clear and concise! expressive. The teacher must pronounce everything that he does: writes, draws, demonstrates experience, etc.

Many children with visual impairments have problems communicating with other people. This may be due to the inability to listen to the interlocutor as well as little experience in communication. In such children, speech is often monologue, dialogue in communication does not work. In such cases, help is needed.

In the course of educational work, the teacher should carefully observe how the visually impaired student copes with tasks and adapts to joint work with normally seeing students. These observations are necessary in order to regulate the workload of the student, increase or decrease the solution time. learning objectives.

Requirements for the organization of the workplace

Recommended: single desk, which can be equipped with an additional individual light source (on the recommendation of an ophthalmologist); permanently attached to the floor; have sides that ensure the subject stability of the working area. The number of the desk is selected according to the height of the student, which makes it possible to maintain the correct posture. The place in the class of a visually impaired student is determined in accordance with the recommendations of the ophthalmologist.

Requirements for technical means of comfortable access visually impaired student to education.

For the purpose of comfortable access of a visually impaired student to education, it is necessary to use: Personal Computer, equipped with the software necessary for a visually impaired student (including programs that allow you to enlarge the image, change the background, contrast, etc.), adapted (taking into account the special educational needs of the visually impaired) the official websites of the NGO.

Requirements for technical teaching aids

Along with the general technical means used at the initial stage of education, special visual aids (background screen, etc.) and optical (individual means of optical correction, electronic magnifiers, remote magnifiers, pocket magnifiers of various magnifications, etc.) should be used in teaching the visually impaired, facilitating educational and cognitive activity. Optical and tiflotechnical means should be available for systematic use, correspond to the visual capabilities of the visually impaired.

Requirements for textbooks and educational supplies

In the process of teaching the visually impaired, it is necessary to use:

one). special textbooks, created on the basis of textbooks for normally seeing students, but adapted to the visual capabilities of the visually impaired, textbooks: enlarged in size (16 point), clear, chopped font; bright, color, contrasting illustrative and graphic materials; enlarged, simplified (reduced number of objects and details) images .

textbooks that meet the special educational needs of this category of students.

2). educational supplies: pens with black (for writing educational material) and green (for graphic work) paste; notebooks in a cage and a ruler, which, if necessary (should be specially lined); individual didactic materials and visual aids, taking into account the typological and individual visual capabilities of visually impaired students.

Conclusion:

List of used literature

Demirchoglyan G.G., Demirchoglyan A.G. "Special physical education for visually impaired schoolchildren."

Ermakov V.P., Yakunin G.A. Fundamentals of typhlopedagogy. "Development, training and education of children with visual impairments".

Kvasova M. "Vision and heredity".

Comprehensive rehabilitation of children with visual impairment. Guidelines.

Plaksina L.I. Outdoor games for visually impaired children: Toolkit. - St. Petersburg: Childhood - Press, 2005

Plaksina L.I. Theoretical foundations of correctional work in elementary school for children with visual impairment. - M.: City, 1998

Plaksina L.I., Sekovets L.S. Correction-developing environment in preschool educational institutions of a compensatory type. - M.: CJSC "Elti-kudits", 2006

Rostomashvili L.N. Physical exercise for children with visual impairment: Methodical rec. for teachers.

Filchikova L.I., Bernadskaya M.E., Paramey O.V. "Visual impairment in young children"

Fomicheva L.V. Clinical and pedagogical bases of education and upbringing of children with visual impairment. - St. Petersburg, 2004

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 has recently been 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 of 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 events, 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 is 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 student's personality by activating social and educational activities. 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 in the educational process is 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 abrupt changes in pedagogical conditions, without stress and negative phenomena;

Establishing certain norms of relationship children with other participants in the educational process, including 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 with the joint activity of 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 primary school age when a child enters school begins in November-December at the same time as 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 parent meeting is a way to increase psychological culture of parents recommendations for parents on organizations the last months of a child's life before the start of school. Individual consultations are held for parents whose children, according to test results, have a low level of 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;

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 of individual programs that are 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 tension;

Formation of the ability to understand the emotional state of 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.