The program of individual support for a child with visual impairment of primary school age in a general education school. Pedagogical support of a child with visual impairment

The article identifies some problems in the development of the personality of a preschooler with visual deprivation and ways to solve them in a preschool educational institution of a compensating type.

The personal structure of a person is made up of various integrative mental formations that develop during their lifetime, and each of which in life is assimilated into a personality trait.

The formation of all mental formations is influenced by a number of factors:

• biological (genetic condition, type nervous activity, somatic health)
• abnormal (lesions of the analytic system, brain, central nervous system, physical defect)
• social (child's society, family and parent-child relations, educational and upbringing environment in a preschool educational institution).

Let's consider the main mental formations and the peculiarities of their development in children with visual impairment.

1. Motivational mental education: needs, motives, drives, desires, inclinations, interests, intentions and attitudes. These psychological components of motivation are assimilated into such personality traits as determination, conviction, curiosity, breadth and stability of interests.

The psychological components of motivation begin to form from birth. Of course, the child experiences in the first months of his life mainly physiological needs that are essential for physical survival. (food, air, physical activity, sensory stimulation)... And there is no way to talk about the existence of any motives. However, it is the period of infancy that is extremely important for the formation of the further development of the entire motivational complex of a person. Up to two years of age, a child experiences not only basic physiological needs, but also pronounced needs for affiliation, security, and new experiences. Researchers say that during this period the first harbingers of the achievement motive appear. And he begins to develop from 2.5-3, 5 years. By about the age of 4, dominant attitudes appear: some have prestigious (selfish), others - altruistic, 3, aimed at achieving success. From 5-6 years old, gender and individual differences in achievement motivation begin to appear. From this age, truly motivational forms of behavior aimed at achievement are born. The various interests of the child are beginning to acquire relative stability. As a result, the child's motivational sphere begins to take shape. Children with visual impairments may have some changes in the dynamics of needs, for example, underdevelopment of perceptual needs associated with difficulties in meeting them. There is also a narrowing of the range of interests due to the limitation in the sphere of sensory reflection. The spontaneous development of needs in the blind and visually impaired leads to the domination of organic needs. As the most easily satisfied. Overvaluation and lack of attention from parents and others have an adverse effect on character formation

(qualities such as fear of the new, lack of curiosity, decisiveness can be formed)... The position of the educator, offering himself as the only role model, dampens children's curiosity.

2. Affective mental formations are a reflection of experiences of subjective significance and an assessment of the external and internal environment of the organism. Affective mental formations are manifested in the form of emotional reactions, feelings, moods, affects, stress and frustration, are assimilated into cheerfulness, impressionability, emotional stability, empathy: humanistic (compassion, sympathy, pity), egocentric (feeling for yourself, for example, sadness in response to joy or indifference).

For development emotional sphere children with visual impairment are negatively influenced by a number of factors. Primary emotional disturbances are caused by disturbances in the activity of the nervous system due to its perinatal pathology. To disorders of the emotional-volitional sphere in the form of moral and ethical deviations (rudeness, malice, cruelty) lead syndromes of damage to the ANS; In the form of stable behavioral reactions: capriciousness, emotional instability, explosiveness, malice, etc. leads to asthenic syndrome. Secondary emotional disturbances are associated with a narrowed sphere of sensory reflection and cognition. They are manifested in the poverty of emotions, in the weakness of the manifestation of individual emotions, in the difficulty of their external expression. (the blind and visually impaired may have an absence or a sharp limitation of external manifestation internal states) , children do not always perceive the mimicry of a partner correctly, etc. Such emotional disturbances are most often manifested in the difficulties of establishing interpersonal relationships, in self-realization, etc. And with improper upbringing, negative qualities are formed: indifference to others, mental callousness.

3. Temperamental mental formations. Temperament is an integrated mental formation of neurodynamic and psychodynamic properties. It is biologically determined, it is congenital. Consequently, in corrective work it is necessary to rely on the strengths of temperament and to prevent the appearance of undesirable qualities: uncertainty, anxiety, fearfulness, withdrawal, intemperance, etc. diseases. For example, the constant "race" in accelerating the pace of activity in the classroom (or in daily activities) , can cause him to have a negative attitude towards learning. Decreased cognitive interests. negativism, stubbornness. Another example: in the learning process under favorable conditions, psychological anxiety can become the basis for the development of a child's responsibility and organized activities It is important for adults to switch from simple adaptation to the individual characteristics of the child to the tactics of developing his self-regulation, self-management of the child's dynamic behavioral activity.

4. Regulatory mental education: self-regulation, self-control, will and attention are assimilated into such personality qualities as attentiveness, perseverance, willpower, courage, purposefulness, confidence, independence, responsibility. The development of regulatory mental formations can be negatively influenced by a violation of the activity of the central nervous system, speech underdevelopment (language acquisition is a means of organizing voluntary actions, for example, a child, stretching out his hand to a forbidden object, says to himself "it is forbidden" and removes his hand.), the difficulties of visual reflection and the poverty of sensory experience, as well as the social environment that does not practice the child in volitional overcoming of difficulties. In particular, this is overprotection and hypoorderhood on the part of adults, the consequence of which is: impulsive behavior, suggestibility, negativism, stubbornness, lack of independence.

5. Sensory perceptual mental formations - these sensations and perceptions are assimilated into sensitivity, vulnerability, observation, receptivity. According to the data of typhlopsychological studies, sensations and perception, being in strict dependence on the depth and nature of the defect, the time of its appearance, at the same time, develop on the basis of identical nervous mechanisms with the sighted. Perceptual disturbances can be caused by difficulties in the development of other integral mental formations that arise against the background of developmental abnormalities or unfavorable living conditions.

6. Mnemonic mental formations can be assimilated into forgetfulness or memory, ease or difficulty in reproducing material. The individual characteristics of the memory of children depend on the characteristics of GNI, the level of development of individual memory processes, on the characteristics of upbringing and teaching. Difficulties in visual reflective activity against the background of visual impairment cause a decrease in the volume of operational short-term memory and slow down the development of memorization processes. Memorization is influenced by the severity of the manifestation of emotions (their weakness or their excessive manifestation, both positive and negative)... Diseases of the central nervous system (cerebro-asthenic syndrome, VSD, cerebral organic insufficiency, etc.) negatively affect memory processes.

7. Intellectual mental education: thinking (the basic component of intelligence) and the imagination assimilates into intelligence, prudence, foresight, rudeness, or stupidity. The development of intellectual mental formations is, of course, negatively influenced by brain lesions and speech disorders. Visual sensory-perceptual disturbances slow down and complicate the development of mental operations. The family can have an adverse effect on the formation of intellectual qualities. With dominant overprotection or abandonment of the child, they can form in the absence of curiosity, a sense of the new. Also, if the educator offers himself as the only role model, this discourages interest in cognitive tasks, extinguishes children's curiosity, and weakens the manifestations of intellectual mental formations.

8. Reflexive mental formations presuppose a special focus on the activity of one's own soul and can be assimilated into advice, spirituality, soulfulness, tolerance, conviction, dedication, decency, selfishness. Reflection will not develop in children and in an adult if he does not show a tendency to reflect on himself and does not direct special attention to his internal processes. One of the manifestations of reflexive psychological education is: Self-concept, as a basic component of individual consciousness. The formation of the self-concept in a child at the earliest stage of his development occurs under the influence of communication with adults. I will briefly outline the formation of the self-concept in childhood: consciousness of your body (3-8 months), expression of attitude towards other people (7-8m.), external image (recognizes himself in the mirror-8 m.), learns about belonging to a particular gender (1, 5 years old), orientation towards social norms in their behavior (about 2 years)... Such neuroses as neuroasthenia gravis, hysterical neurosis exert a negative influence on the self-concept. (fear of being wrong, nobody)... With the wrong upbringing, negative qualities are formed - zgoism, mental callousness, egocentricity, indifference to others.

9. Psychomotor mental formations: motor abilities, motor skills and speech, body scheme. Hand-eye coordination is assimilated into coordination, plasticity, dexterity. Visual impairment has a serious impact on the development of psychomotor skills. Spatial orientation becomes difficult, the formation of motor skills is delayed, motor and cognitive activity decreases. Due to the difficulties of visual imitation, mastering spatial representations and motor actions, the correct posture is disturbed when walking, running, natural movements, coordination and accuracy of movements are disturbed in outdoor games. Incorrect parenting styles have a significant impact on psychomotor development: overprotection, in which initiative is suppressed. Striving for independence; and hypo-care, manifested in indifference, indifference to needs; reminders of physical disability.

10. Creative mental formations: intelligence, divergent thinking. Endowment, talent. genius, as well as special abilities at the personal level, are assimilated into originality, resourcefulness, initiative. The development of creativity depends on the level of the cognitive sphere, the arbitrariness of activity and behavior, freedom of activity (manifested in: initiative: the child himself looks for ways to achieve the goal, he chooses the means himself), awareness. To develop creativity big influence family renders. High rates of creativity in children by no means guarantee them creative achievements... Among the conditions that stimulate the development of creative thinking, there are: situations of incompleteness, the encouragement of many questions, the stimulation of responsibility and independence, etc. A negative influence is exerted by those educators who, in order to achieve their goals (educating obedient smart performers) use methods of influence such as shouting, dictating, punishment. Then the development of abilities is blocked in children.

11. Communicative mental formations are a socio-psychological component in the structure of the psyche, which is formed in the process of interaction of people with each other. Speech and language are the basis of communicative speech mental formations, which are assimilated into sociability, tact, comprehension, literacy. An abnormal factor in the form of visual impairment also affects the child's communication sphere. Such a child may not always correctly understand the facial expressions of a partner, which can cause misunderstanding of each other. Children who are often frustrated tend to withdraw from communication. With deep visual defects in children in conditions of limited contacts, children have a low mood background, asthenic features (often with symptoms of hypochondria), isolation, tendency to autism, as a consequence of the difficulty of contacts.

The main negative factor in the development of communicative-mental formations is the violation of child-parental relations, manifested in the styles of upbringing: rejection (children become "Hammered" , withdrawn, timid, touchy, or aggressive), hypersocial education, then violent aggression is possible, or isolation, isolation, emotional coldness, anxious and suspicious education (the child is distrustful of others)... The neurological factor also has a negative impact on the communication sphere. (speech disorders, attention deficit disorder, hyperactivity, and so on)

12. Moral mental education is a product of social and psychological interaction of people, a reflection of the subjective relationship of a person to people and other objects of the external world. They form the personal qualities associated with the attitude towards people: justice, kindness, responsibility, cooperation, generosity, selflessness. It is known from typhlopsychology that vision pathology does not directly affect the formation of moral qualities. With the wrong upbringing, both excessive care and lack of attention, neglect of the child, such negative qualities as self-centeredness, selfishness, lack of a sense of duty, camaraderie are formed. If the educator uses methods such as shouting, dictating, punishment to achieve his goals, then this leads not only to suppression of the development of abilities, but also to the emergence of double morality in children. Paramount in shaping personality traits family and social factors are of paramount importance.

Thus, all of the above makes it possible to single out the following directions of accompanying the personal development of a child with visual impairment in a preschool educational institution:

• psychocorrection
• pedagogical correction
• socialization
• family interaction

Psychocorrection allows you to eliminate violations and disorders of behavior, affective psychological formations, gross violations in the cognitive sphere, as well as violations in the communicative sphere. The psychologist should correct the problematic development of these mental formations by working out with children specific skills for interacting with peers and adults, developing deficient functions, fostering self-regulation with the help of training exercises, relaxation, as well as by teaching parents and teachers behavioral programs. At the same time, the teacher must create conditions for leveling the child's problem behavior, conditions for the demand in his life of corrected mental formations and developing personal qualities.

Pedagogical correction is designed to correct violations of sensory-perceptual, psychomotor, communicative-mental formations, as well as speech disorders. Pedagogical correction should be carried out simultaneously by: teacher-defectologist (typhlopedagogue), speech therapist and educator. At the same time, the goal of the teacher-defectologist is the correction and prevention of secondary disorders, the socialization of children with visual impairment due to the development of deficient functions. Teaching perceptual, cognitive, subject-practical, communicative actions and skills, the formation of compensatory mechanisms. The goal of the speech therapist's activity is the correction and development of speech, its functions and types, the goal of the educator's work is the automation and improvement of corrected mental education in conditions of frequent joint games with children, in terms of observing the mode of physical activity and creating a subject-spatial environment for productive creative activity.

Socialization in the educational process has a direct impact on moral, creative, reflexive, regulatory, communicative-speech and psychomotric mental education. Educators and other professionals should contribute to the individualization of the child's personality manifestation. This can be achieved by creating an educational environment that meets the personal needs of children in knowledge, through the position of cooperation and interaction with the child, by attracting children to transformative activities and to universal values. It is also necessary, when interacting with children, to use the methods of enriching and preserving life experience, methods of developing voluntary attention and coordination of movements, creating situations of overcoming obstacles and applying efforts, situations where the child chooses alternatives, and also maintain motor activity.

Interaction with the family allows you to correct motivational, affective, intellectual and reflexive mental education. To do this, it is necessary to improve the educational function of the family with the help of preschool educational institutions by studying the educational potential of specific families, educating parents on the methods of educational influences and teaching them behavioral programs in the framework of specialist consultations.

So, based on the foregoing, it can be noted that the multicomponent personality structure requires an integrated approach of specialists to accompany the personal development of a child with visual impairment. Only thanks to the joint actions of teachers and specialists of preschool educational institutions, it is possible to ensure the normal formation and development of each mental education in children with visual impairment and their subsequent assimilation into positive personality traits.

Pedagogical support of a child with visual impairment.

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

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

Understanding the importance of timely and adequate assistance provided, effectively built individual trajectory of development, the teachers of our preschool develop plans for individual pedagogical support of children with visual impairments. Close cooperation with an ophthalmologist and orthopedic nurse allows you to solve problems such as:

1. Development of visual ideas about the objective world.

2. Development of sensorimotor skills.

3. Formation of ideas about the world around.

4. Activation of visual functions (visual loads). increased visual acuity.

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

We will present you with 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 the 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: "Expand by color and shape", "Assemble the pattern."

Using exercises such as superimposing one image on another, stringing beads, tracing contour images through tracing paper, laying out from a mosaic.

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

The development of oculomotor functions with the help of games using the type "Roll the ball into the goal", "Hit the target", etc.

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

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

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

Introducing the child into different kinds children's activities: play, learning, work and dosage of content in accordance with its cognitive capabilities.

The educational material is offered in accordance with the level of cognitive capabilities and performance, relying on the "zone of proximal development" and the prospect of social adaptation.

As you get tired in the process of organized learning activities, rest is given until the end of the lesson.

Boxes with natural material, tactile plates, containers, bags, which is necessary for the 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 the adaptation of the child in the surrounding reality, preparation for successful schooling.

Involvement of children in theatrical and musical activities.

Using ophthalmic requirements when working with clarity.

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

accompanying children with visual impairments

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Creation of conditions for psychological studies, games on

sensorics

the development of attention, the development of imagination, the arbitrariness of behavior is effective remedy preservation of psychological and physical health, performance of the preschooler.

Result.

Special child

As comfortable as possible in a kindergarten.

Realization of oneself in various activities.

Experiencing success. the joy of communicating with peers and adults.

Vision in children plays an especially important role, since in the process of growth, each child develops and forms as a person based on the fact that

he sees in what quality he visually perceives objects, objects and phenomena.

Conditions of psychological support

Creation of favorable conditions for a child's stay in kindergarten.

Organization of full-fledged communication with peers.

Drawing up individual correctional and developmental routes.

Inclusion of the “special” child in a variety of activities, taking into account his capabilities, interests and abilities.

Implementation of motivational readiness for learning.

Didactic and methodological manuals aimed at psychological support of children before school age with visual impairment.

1. They are of great practical and theoretical interest.

2. Relevance and relevance (the number of children with visual impairments has increased, the lack of specialized kindergartens).

3. Compensate for developmental deficiencies.

4. Create conditions for psychological studies and exercise games.

Comprehensive psychological and pedagogical support of children with visual impairments in a preschool institution of general developmental type

Full text

Normally, vision becomes important for learning about the world around six-week-old children. From the third month of life, it is the most important sensory channel for receiving information about the environment. In case of malfunctioning or lack of vision, the child must construct his world with the help of information received through hearing, touch, movement, smell and taste. Hearing information is different from visual information. Sounds do not form a holistic image and cannot be perceived a second time. Difficulties arise in establishing contacts even with close adults. Lack of eye contact is perceived by them as lack of interest. Parents need to learn to hear and communicate with a visually impaired child.

The development of a blind child is certainly different from the development of other children, but this only means that such a child needs increased attention from parents and specialists in the field of child development. Work experience shows that the sooner a child receives specialized help, the more safely his psychological development will proceed, thanks to the unique compensatory capabilities inherent in each child.

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

It should be noted that if earlier the main task of complex psychological, medical and pedagogical diagnostics was to identify such children and send them to specialized educational institutions of a correctional type, then on the present stage the data of complex diagnostics are the basis for the provision of qualified psychological, pedagogical and medical and social assistance to children and their families. V currently effective measures are being taken to develop a variable education system, the introduction of inclusive education, which provides children with developmental disabilities and health problems with the opportunity to receive education in general educational (mass) institutions.

The appearance of such a child in a kindergarten (hereinafter referred to as a preschool institution) places high demands on all employees. Work on complex psychological and pedagogical support begins from the first days of a child's stay in a preschool educational institution. Every child with developmental problems can achieve significant success if he is provided with comprehensive diagnostics, treatment, preventive and correctional pedagogical assistance with adequate education and upbringing. The earlier the maintenance work begins, the more effective it is. Adequate assistance provided in a timely manner can change the fate of a child even with serious congenital disorders of psychophysical development.

Realizing how each child is exceptional and needs help, it is very important to define and develop complex differentiated development plans and educational programs, taking into account the zone of proximal development and potential capabilities of the child. For this, a psychological, medical and pedagogical council (hereinafter - PMPk) is being created at the MDOU.

Comprehensive support in a preschool educational institution is provided by a system of professional activities of a "team" of specialists aimed at creating psychological, pedagogical and medico-social conditions for the successful learning and development of each child, regardless of the level of his abilities and life experience in a particular social environment. In the work of the PMPk, there is a search for psychological and pedagogical conditions, types and forms of work, in which positive dynamics of the child's development and the realization of his potential capabilities are achieved. Specialists of different profiles are involved in this at the same time: teacher-defectologist, teacher-speech therapist, teacher-psychologist, educator, head of physical education, physician, etc. problems and leading specialist. In the course of working with the child, as he develops, the role of the leader on different stages can be performed by various specialists.

If a child with visual pathology appears in a preschool educational institution, a teacher-psychologist can act as a leading specialist, since vision pathology is the cause of a number of difficulties and disorders in the mental development of children, if they are not included in the system of correctional work in a timely manner.

The primary tasks facing the kindergarten team are: to teach children to enter into communication with such a child; help the child not to feel his "inferiority", not to perceive his physical illness as a reason for loneliness and the formation of complexes.

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

It is advisable to involve a music worker to work with a visually impaired child. Music lessons are not aimed at solving specific problems of developing certain abilities and skills, but help to create conditions that support in the child his natural ability to create. The rich and varied world of sounds becomes such conditions. In the classroom, children get acquainted with musical instruments, master the capabilities of their own voice.

It is important for the educator to pay attention to the creation of a diverse subject environment in the group. The child should be given the opportunity to explore and interact with various materials in order to gain information about the world around and a variety of sensory experiences. A sighted child sees various objects hundreds of times before he starts naming them. A child with visual impairments also needs life experience in order to develop ideas about the world around them. The concept of space, thought out from the point of view of the ability to navigate in it, is a necessary condition for a child with visual impairment to learn to move independently, otherwise walking becomes a motor function that depends on the help of an adult.

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

The psychological and pedagogical problem in organizing the external space can be individual differences in the preferences of children, the peculiarities of the formation of basic affective regulation. The levels of affective regulation are involved in the process of adaptation of the body to outside world, play a crucial role in determining the completeness and originality of a person's sensual life. Some children may have dysfunction of one level or another, manifested in increased or decreased sensitivity to certain influences external environment... For example, with hypofunction of the level of affective plasticity (this level determines the adaptation of the organism to the external world, provides emotional comfort), the child is acutely sensitive to the intensity of sensory stimuli - sound, tactile sensations, sensitive to changes in the external space. In this situation, the educator should avoid excessive oversaturation of the external space with bright and intense stimuli (an abundance of toys, loud music, etc.).

A family with a disabled child is a family with a special psychological status, since it has very complex psychological, social and pedagogical problems that are specific compared to families with healthy children. Therefore, family support is becoming one of the areas of comprehensive psychological, pedagogical and medical and social assistance. Within the framework of this direction, individual consultations are organized for parents and family members on issues related to the individual characteristics of the child and the conditions for his optimal development, as well as joint parent-child classes that contribute to the formation of closer contact between parents and their child, the development of parenting methods and techniques. ... Work experience shows that specially organized classes for children with developmental problems and their parents give mostly positive results and contribute to the harmonious development of pupils. The integration of such children into the educational process of the kindergarten contributes to this to a large extent.

In the process of individual consultations between a psychologist and parents, many personal problems in which the parent of a child with developmental disabilities is immersed are worked out. As a result of the work of a psychologist with the family of a disabled child, his position in the family should change. From requiring constant care and guardianship, he turns into a child who has certain household duties. Parents, on the other hand, feeling the support of the kindergarten team and interest in the fate of their child, acquire hope and confidence in the future.

Master class "Accompanying people and children with visual impairments"

This master class is a change in your perception of the world, it is an opportunity to feel and understand how a visually impaired person feels the world.

This master class will teach you to trust and support!

This is an experience you will not forget!

Where? At the ART PICNIC of Slava Frolova, VDNKh, 8th pavilion

If fate confronts you with a blind person. know that this is the same person as you, that he lives with you in the same world and has the same feelings, thoughts and values.

Each person has their own capabilities. People tend to form their own beliefs in relation to people with disabilities, to "obviously" different (from their own) body functions, body structure.

People often think that disability is something strange and incomprehensible. They may also feel sorry for people with disabilities and help them energetically, or vice versa, they may stay away and avoid people with disabilities.

All this happens because most ordinary people have no experience of dealing with people with disabilities, are not taught to communicate with them.

Neither a patronizing and compassionate attitude towards people with disabilities, nor a fear of communicating with them helps. And, moreover, they are not signs of respect towards them.

This master class is aimed at changing people's beliefs in relation to people with visual impairments, teaching them to help them with accompaniment, learning more about the accompaniment technique and experiencing the world around them themselves without the help of a visual analyzer, as well as looking at the world through the eyes of people with disabilities. vision.

In this that master class:

• Who are visually impaired people?
• What are the possible visual impairments?
• Communication rules for people with visual impairments
• Technique for accompanying people with visual impairments
• Accompanying on the street and indoors, in transport, in public places.
• Practical part of accompanying blind people (participants will take turns in the role of an accompanying person and an accompanying person)

When communicating with the blind, do not show pity that annoys them, do not rush to express your condolences, sentimental sympathy. Behave

calm and friendly, but be ready to help and show concern.

Master class presenter

Natalia Gladkikh. teacher-defectologist (typhlopedagogue), social educator. Places of work: Secondary school “Nadezhda” and the Center for Social and Psychological Rehabilitation of Children and Youth with Functional Disabilities, Solomensky District.

Ministry of Education and Science of the Russian Federation

State budgetary educational institution

higher education Moscow city

"MOSCOW CITY PEDAGOGICAL UNIVERSITY"

Bessonova Natalia Petrovna

(MAOU "School No. 20", Krasnoyarsk settlement, Kvarkensky district, Orenburg region)

GRADUATE QUALIFICATION WORK

The program of individual support for a child with visual impairment as part of an adapted educational program at the MAOU "Secondary School No. 20" of the Kvarkensky District

under the professional development program for specialists of educational organizations, implemented as part of training events

State program"Accessible environment"

Content

Introduction…………………………………………………………………………… 3

ChapterI . Theoretical aspects of psychological and pedagogical support of students with visual impairment.

§ 1.1. Characteristics of the special educational needs of a child with visual impairment ………………………………………………………………. 6

§ 1.2. The specifics of the individual support of a child with visual impairments by a specialist teacher-psychologist ............................................................................. 8

ChapterII . Practical aspects of designing an individual support program for a child with visual impairment

§ 2.1. Psychology - pedagogical characteristics of Viktor Petrov ………… 11

§ 2.2. The content of the program of psychological and pedagogical support of a child with visual impairment …………………………………………………………………………………………………………………… 13

Conclusion……………………………………………………………………… 22

Bibliography…………………………………………………………….. 23

Introduction

Modern civil society it is impossible without the active involvement of all its members in various activities, respect for the rights and freedoms of each individual person, ensuring the necessary guarantees of security, freedom and equality. This issue is especially relevant in activities to involve people with certain physical disabilities (we would even say - rather, features) into our social environment. The concept of a disabled person is initially flawed, we attribute to these people an inferiority complex, in which they themselves begin to believe. Many opportunities for study, development, sports are closed for them. The attitude of ordinary people towards people with disabilities is characterized by bias and prejudice. Moreover, in our society, this attitude has been cultivated since childhood. Our society is faced with the most acute problem of involving our fellow citizens who have some peculiarities of physical development in society, the problem of their active adaptation, socialization and development within the framework of society and for the benefit of society. The world practice of integration shows that children with early age having learned goodwill interaction and cooperation with peers, “not like everyone else,” with developmental disabilities, do not suffer from the “psychology of racism” both in adolescence and in older age. The observation results of G. Alferova, I. Gilevich, V. Gudonis, I. Tigranova, V. Svodina, N. Shmatko indicate that healthy children accept abnormal children as partners who only need help, which contributes to the humanization of children's relationships.

Obtaining education for children with visual impairments and children with visual disabilities is one of the main and integral conditions for their successful socialization, ensuring their full participation in society, effective self-realization in various types of professional and social.

The humanization of our society required the development of new forms of influence on the child, one of which is psychological and pedagogical support. It involves ensuring the most comfortable conditions for the child's stay at school, allowing the child to fully realize his abilities and aspirations, to form the success of his activities and adequate self-esteem... There are enough examples in history that confirm the fact that the inclusion of people with visual impairments in various branches of science and production is promising, effective and cost-effective. The active participation of a person with visual deprivation in labor activity allows you to feel like a full-fledged member of society, creates conditions for the formation of an independent, competitively capable, diversified personality, opens up wide new opportunities for changing the social status of the visually impaired in our country.

In the 2015-2016 academic year, a visually impaired child is studying at the secondary school №20 in the 2nd grade.

Target work - to develop a program of individual support for a child with visual impairment (by the example of a student at the MAOU "Secondary School No. 20" in Krasnoyarsk, Kvarkensky District, Orenburg Region).

The achievement of this goal is carried out using the solution of the complex tasks, of which the following can be distinguished:

Analyze the literature on the organization of inclusive education;

Reveal the individual characteristics of students with visual impairments;

Determine the methods and forms of individual support, (on the example of a student at the MAOU "Secondary School No. 20" in Krasnoyarsk, Kvarkensky District, Orenburg Region.

Research methods: analysis of psychological and pedagogical literature, study of advanced psychological and pedagogical experience.

From a practical point of view, the work will be useful for specialists and staff of schools implementing inclusive education, especially for schools planning to teach students with visual impairments.

Chapter 1. Theoretical aspects of psychological and pedagogical support of children with visual impairments.

§ 1.1 Characteristics of special educational needs for a child with visual impairment

Identifying the requirements for the conditions of education and rehabilitation of children with visual impairments, taking into account their special educational needs, is relevant both in terms of increasing the efficiency of the work of special educational institutions for this category, and in terms of introducing integrated education and upbringing of children with disabilities in almost the entire post-Soviet space ...

The rationale for the presence of special educational needs of children with psychophysical developmental disabilities was given in the Concept of the special federal state standard for children with disabilities.

By the term "special educational needs of children with visual impairments" we mean the range of educational and rehabilitation means and conditions that children of this particular category need and that they need to realize the right to education and the right to integration in the educational space, both special and mass institution.

When developing the discussed problem, we relied on the improved classification of children with visual impairment, in which all children of the named category are divided into the following subcategories:

Blind. This subcategory is made up of children with visual acuity from 0 (0%) to 0.04 (4%) on the better seeing eye with correction of glasses.

II. Visually impaired. This subcategory includes children with visual acuity ranging from 0.05 (5%) to 0.4 (40%) on the better seeing eye with glasses corrected.

III. Children with low vision... Visual acuity in this subcategory ranges from 0.5 (50%) to 0.8 (80%) in the better-seeing eye with correction.

Based on the analysis available in correctional pedagogy studies of the specific educational needs of children with visual impairments, as well as the characteristics of social adaptation, general and vocational training children and youth with visual deprivation, it was revealed that one part of the special educational needs is caused by the primary defect itself (that is, visual deprivation) and its depth, and the other - by secondary deviations that are a consequence of the primary defect.

Requirements for the conditions of education and rehabilitation of children with visual impairments, taking into account their educational needs:

Receiving special psychological and pedagogical assistance immediately after the detection of vision pathology;

More individualized learning than is required for a normally developing child;

Involvement of the family in the process of education of the child;

Special spatial and temporal organization of the educational environment and the maximum expansion of the educational space;

The need for interaction between specialists of different profiles participating in the process of teaching and raising a child: ophthalmologists, typhlopsychologists, typhlopedagogues, social workers and etc.;

Introduction of special correctional types activities that are not included in the content of education of normally developing children;

The need to develop individual correction programs for children who, along with vision pathology, other disorders of psychophysical development;

The specificity and corrective orientation of the use of traditional teaching methods, as well as the corrective orientation of the educational influence and leisure activities of the child;

Use of special visual aids training designed for polysensory perception of educational material; as well as typhlopribor and typhloinformational teaching aids;

Implementation of the process of rehabilitation of children by means of education by qualified specialists;

Organization of educational and correctional-compensatory processes, taking into account the course of the disease of the organ of vision and visual capabilities;

The need for specific vocational guidance work;

Timely and / or systematic treatment, selection of optical correction means, dynamic observation of the state of vision;

Application of special teaching methods based on preserved analyzers on rational use defective vision, techniques of conjugate actions, etc.;

Specific psychological preparation of blind children for difficult extreme situations.

Thus, the creation of comprehensive conditions for the education of children with visual impairments, taking into account their psychophysical characteristics, should be considered as the main task in the field of realizing the right to education of children with disabilities.

§ 1.2 Specificity of individual accompaniment of a child with visual impairment by a specialist pedagogical psychologist

In an educational institution that implements inclusive practice, it is imperative to provide for the presence of such specialists as a defectologist (a typhlopedagogue for including children with visual impairments), a speech therapist, a special psychologist, a social educator, and a psychologist.

As part of the psychological and pedagogical support of students with visual impairment, the teacher is a psychologist on the basis of psychological research itself together with specialists of the school psychological - physician - pedagogical council:

Establishes the current level of the child's cognitive development, determines the zone of proximal development;

Reveals the features of the emotional - volitional sphere, personal

characteristics of children, the nature of interaction with peers, parents and other adults;

Determines the direction, nature and timing of correctional and developmental work with the child (children);

Sets and solves the tasks of humanizing the social microenvironment in which the child learns (or will learn);

Helps the teacher and other professionals to establish constructive interaction with both the parents of a child with disabilities and the parents

other students in an inclusive class;

Increases the psychological competence of teachers and educators, other professionals, as well as parents;

Consults teachers and educators, parents

students;

Together with the inclusion coordinator and / or administration

schools are working to prevent and overcome conflict

situations, etc.

The main tasks a psychologist at school in the process of accompanying is: explaining to the teacher, educator, school administration of certain features of the behavior of a child with disabilities, its reasons; assistance in the selection of certain forms, methods of interaction with him; dynamics tracking

adaptation of the child in society; early identification of certain difficulties both in the child and his parents, and in the teacher and class educator.

At the same time, a teacher - a psychologist of an inclusive school, through an inclusion coordinator or directly at any time, can contact the district (city) resource center for the development of inclusive education, the district PPMS - Center. In these institutions, you can get advice from specialists specializing in the field of psychological and pedagogical support for "special" children, attend training seminars, invite specialists from the ORC or PPMSC to school for direct observation, training, participation in parent meetings.

Thus, The specificity of the content of support by a teacher - psychologist of visually impaired children consists in correctional and developmental work with a child with visual impairment.

The activity of a teacher-psychologist in accompanying children with visual impairments is a link in the interaction of support specialists.

ChapterII ... Practical aspects of program design

individual support of a student with visual impairment in the MAOU "Secondary School No. 20" in Krasnoyarskiy, Kvarkensky District, Orenburg Region.

§ 2.1. Psychologist - a pedagogical characteristic of Ivan Petrov.

Petrov Victor, 2008 year of birth. 2nd grade student MAOU "Secondary School No. 20". Health group -III. Viti's mother - Olga Dmitrievna Petrova, born in 1981, secondary special education. Diagnosis - convergent strabismusOU, optic nerve atrophy. Ivan is brought up in an incomplete family. Only mother is now engaged in raising a child. Vitya and his mother currently live in the village of Krasnoyarsk, Mira street, house number 6. Relationship with mom is trusting. The child was born with a body weight of 2890 g, and was observed by a neurologist for up to a year. Has suffered diseases: chickenpox, bronchitis. Often sick with ARVI. Victor belongs to the category of children with low vision. The child is always neat, tidy. The child's behavior is unstable, situational. Although he has ideas about the individual rules of the culture of behavior, the habit of following them has not developed on his own; often the behavior is determined by immediate motives. The child experiences communication difficulties due to the inability to take into account the partner's position. Poorly oriented in the emotional states of others. Along with good deeds, there are frequent manifestations of negative behavior.

Learning motivation reduced. In case of difficulties in performing an activity, the child can change it to another.

Development attention somewhat slowed down in time. Involuntary attention still predominates.

Perception does not have a purposeful character, it is involuntary. Combined with involuntary attention, perception is usually directed to a bright, moving object (against the background of stationary objects).

The speed of visual perception of objects is influenced by a variety of factors: the size, complexity of the object, the level of illumination, the level of fatigue.

With visual perception of object images, geometric shapes, numbers, letter combinations, Victor has a slowness, fragmentation, fuzziness, distortion of perception.

With visual perception individual images objects, drawings and paintings, small details of images are poorly perceived, or not at all distinguish. Due to inaccurate and incomplete perception of drawings and paintings, the child forms incorrect ideas, which in turn is reflected in the descriptions of what is depicted.

Memory Victor is characterized by a lower productivity of memorizing both visual and verbal material. In terms of volume, accuracy, completeness and speed of memorization, Victor lags behind his normally seeing peers. The memorized material is not sufficiently comprehended, as a result of which the productivity of logical memory decreases. The action of the "law of the edge" is less pronounced: the end of the row is better remembered, the increased exhaustion makes it difficult to keep its beginning in memory. The child has more low level long-term visual memory versus long-term auditory memory.

Speech Victor's characteristically changed: the pace of development, violations of the vocabulary and semantic aspects of speech. The specificity of the development of speech is also expressed in the weak use of non-linguistic means of communication - facial expressions, pantomime, intonation, since visual impairments complicate their perception and make it impossible to use such expressive means.

In a child, the operations of analysis, comparison, generalization are formed to varying degrees, which in most cases indicates a lag in the development of thinking. Viktor is characterized by insufficient development of visual-figurative and visual-effective levels of mental activity, which determines the originality of concrete-conceptual thinking and difficulties in solving math problems... The reasons for this are impaired visual perception and limited visual-action experience.

Features of the emotional-volitional sphere of a visually impaired child

Excessive custody of the mother has led to the emergence of such personal qualities as selfishness, an attitude to constant help, indifference to others, etc. Limited contact with others may result. isolation, lack of communication. In the future, this can complicate the formation of personal relationships with others.

Output: the level of development of the cognitive sphere at the lower limit of the age norm, attention deficit, dysgraphia, dyslexia.

Slow pace of learning activity in a child with visual impairment.

§ 2.2.Content of the program of individual support for a child with visual impairment

Purpose of the program:creating optimal conditions for the successful socialization of a child with visual impairment in society,determining the most effective techniques psychological impact at different stages of the correctional and pedagogical process, taking into account educational needs, individual psychological characteristics and the structure of a child's defect withvisual impairment.

Based on the goal, the following can be distinguishedobjectives of the program:

Examination of a child with visual impairment;

Drawing up a long-term plan and schedule of correctional classes;

Preparation of didactic and methodological aids necessary for classes, their application, taking into account the mental capabilities of the child, turning Special attention for violations of visual-motor coordination and spatial disorders;

Provision of advisory and methodological assistance to teachers, parents;

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

Formation spatial representations.

The development of an arbitrary component of the activity.

For the successful implementation of this program, the following should be considered factors:

The need for additional efforts to adapt the child to unusual conditions;

Clear interaction of all specialists of the institution at all stages of support, taking into account the recommendations of doctors and specialists;

Development of an individual route for the development of a child;

Adequate (corresponding to the individual and psychophysiological capabilities of the child) combination of therapeutic, educational and corrective activities;

Inclusion of parents in the activities of the institution as accomplices in the rehabilitation process;

Maintaining a favorable psychological climate in the institution.

The support program was based on the following principles:

Humanization, which implies faith in the capabilities of the child.

A systematic approach - based on understanding a person as holistic system.

An integrated approach to accompanying the development of a child.

Interaction of all specialists of the institution with the support of parents.

Taking into account the individual and age characteristics of the child, suggesting the content, forms, methods of support, corresponding to the individual capabilities of the child, the pace of his development.

Continuity of accompanying the child in the educational process, namely the continuity and consistency of support.

General information about the child.

FULL NAME. child: Petrov Victor. Age: 8 years old Diagnosis: OU convergent strabismus, optic atrophy School: MAOU SOSH № 20 Class: 2
FULL NAME. parents: Petrova Olga Dmitrievna
FULL NAME. support specialist: teacher-psychologist: Bessonova Natalya Petrovna
Stay mode child in educational institution	5 days, 4-5 lessons per day, from 8:30 to 13.10. Individual sessions with specialists during extracurricular hours: 1 hour with a teacher-psychologist, Total teaching hours per week - 23 hours, which corresponds to the SANPIN standards

Educational route

This child studies in accordance with the curriculum of the educational institution, a five-day work week, classes of 35 minutes with dynamic pauses. Feature curriculum is that every day the child visits remedial classes such as: exercise therapy, the development of fine motor skills, social and household orientation, subject-practical activity, the development of sensory and cognitive processes, the correction and development of speech, the correction and development of the emotional-volitional sphere. Correctional and developmental classes are held in the second half of the day.

Organization of escort

Psychological and pedagogical support for the implementation of an individual educational route in the process of mastering the Federal State Educational Standard is carried out by the teacher-psychologist, interaction with the support service specialists: defectologist, psychologist, speech therapist, teacher (class teacher), music director, exercise therapy instructor, social teacher, medical worker.

Working methods.

Methods - psychological and physiological examination, observation. Individual characteristics and abilities of students with severe visual impairment.

Methods - psychological examination, tests, tests, observation. The level of learning and the degree of learning of students

Methods - psychological examination (projective techniques), sociological surveys, observation. Student comfort in class, school, family

Methods - Timekeeping, Observation, Talking to Parents and Students. Health and wellness of students

	Direction of work	Forms and methods of carrying out	Terms of implementation
	Psychological diagnostics of developmental features	A survey to determine the personal characteristics of the level of development of intellectual abilities Individual conversations with parents, teachers and educators in order to identify or clarify problem areas in teaching and upbringing Attending lessons, classes, GPA, observing a student at recess Diagnostics of intrafamily relationships and characteristics family education	September - November
	Correctional and developmental work based on the results of psychological diagnostics or on the basis of the decision of the Council (PMPK)	Classes aimed at correcting negative developmental characteristics, the purpose of which are: Development of cognitive activity and learning motivation Correction of the development of cognitive processes (attention, memory, thinking) Correction of negative personal qualities (increased aggressiveness, decreased or overestimated self-esteem, increased anxiety, etc.) Stress relief, relaxation Teaching ways to self-regulate emotional states Development of communication skills	During the year
	Individual consultations for parents (guardians), teachers, educators		During the year
	Educational work with parents (guardians), teachers and educators in order to prevent problems of development, education, upbringing The activity is carried out by an educational psychologist and a social educator.	Parents' meetings; development of memos; information stands, training seminars; providing advice to parents (persons replacing them) on the problems of social development of students; implementation of individually oriented social assistance to children, parents (persons replacing them); assistance in vocational guidance, social and labor adaptation.	During the year

Expected results:

Improving the mental and physical development of the child;

Development of communication skills;

Development of the child's cognitive and motivational orientation to the subsequent stages of development;

Formation healthy way child's life, health improvement, prevention of somatic diseases, etc.

Contribute to an increase in self-esteem, self-realization of the individual;

The development of a positive orientation of the child to the subsequent stages of development.

Requirements for the organization of classes: the child quickly gets tired, therefore, a change in activities is required, the obligatory exercise of physical education. Pay more attention to teaching assistance. Close cooperation with the parents of the child.

So,This individual program for accompanying a child with visual impairment has a positive effect on the formation of the child's psyche, on the development of personality. However, this influence is leveled by the corrective influence and conditions of development both in the family and in educational organization... The main condition for the success of correctional and developmental work with children with visual impairments is a sensitive, tactful, respectful attitude towards them by all participants in educational and educational relations.

Conclusion

In the course of this work, various sources of information were studied (scientific literature, collections of conferences with work experience, various media: newspapers, magazines, educational sites). Based on the knowledge gained in the first chapter, the theoretical aspects of psychological and pedagogical support of children with visual impairment are considered, the requirements for the conditions of education and rehabilitation of children with visual impairments, taking into account their educational needs, are considered

The second chapter is devoted to the practical part. A program of individual support for a child with visual impairment has been drawn up. During the implementation of this program, it was proved that the work is useful for specialists and staff of schools implementing inclusive education, especially for schools planning to teach students with visual impairments.

The main thing is together, the main thing is friendly!

The main thing is with a spark burning in your eyes!

We do not need indifferent people in our business!

Forward to learning in accessible environments!

Bibliography.

1.Deniskina, V.Z. Features of visual perception in blind people with residual vision / V.Z. Deniskin // Defectology. - 2011. - No. 5. - S. 56-64

2.Mukhina V.S. Developmental psychology: developmental femenology, childhood, adolescence. - M., 1994.

3. Obukhova LF Children's psychology: theories, facts, problems. - M., 1995

4. Ovcharova R.V. Practical Psychology in Elementary School Tests. - M., 1996

5. Psychological and social support of sick children and children with disabilities. - SPb, 2006

6. Psychology of the blind / edited by V.A. Gander, M., 1954

7. Psychological and pedagogical foundations of correctional work. - M., 1996.

8. Rimskaya R., Rimsky S. Practical psychology in tests. - M., 1999

Individual support program for a visually impaired child as part of an adapted educational program

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

on the advanced training program forsupport specialists: pedagogues-defectologists, pedagogical psychologists, teachers-speech therapists, tutors, social educatorsimplemented as part of the training activities of the State Program "Accessible Environment"

Content

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

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

Chapter 2. Psychological and pedagogical support with visual impairment ... 11

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

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

Introduction

Today in Russia, regional models of inclusive teaching practice are actively being formed. This means that children with special educational needs (children with disabilities, with special needs) will be able to participate in the general educational process. Obtaining education by children with special educational needs is one of the basic and inalienable 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 as a whole; it is a progressive way of teaching that has great prospects in modern society. Many people rightly believe that inclusion is the best way of individualization in education, since every child is individual and requires a truly special approach. In the context of inclusive education, a child with a disability feels equal among equals, it is easier for him to enter into ordinary life... In addition, the joint education of children with developmental disabilities and children without such disabilities contributes to the formation of a tolerant attitude towards people with disabilities and their family members. Inclusive approaches ensure equal opportunities and exclude discrimination of children with disabilities and developmental disabilities in their education.

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

organization 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

Analysis of the causes of visual impairment shows that in 92% of cases, vision impairment and in 88% of cases of blindness are congenital. At the same time, among the causes of childhood blindness, there is a tendency towards an increase in the frequency of congenital anomalies in the development of the visual analyzer: in 1964 - 60.9% of such anomalies (data by MI Zemtsova, LI Solntseva); in 1979 - 75% (A. I. Kaplan); p 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 of hereditary nature (congenital glaucoma, optic atrophy, myopia (FOOTNOTE: Myopia - myopia).

Blindness and profound visual impairments 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, a reduction in visual sensations limits the possibilities for the formation of images of memory and imagination. From the point of view of the qualitative characteristics 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 analyzer relationships, there are specific features 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 impaired, 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, focus, breadth (volume, distribution), the ability to switch, intensity, or concentration, stability are influenced by visual impairment, but are capable of high development, reaching, and sometimes exceeding the level of development of these qualities of the sighted. The limitedness of external impressions has a negative effect 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 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 the corresponding properties of attention is required. So, during educational activities important condition is the arbitrariness of the organization of attention, concentration on the 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. The blind and visually impaired are necessary to compensate for visual impairment

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

The limited information received by the partially sighted and visually impaired, determines the appearance of such a feature of their perception as schematism of the visual image. The integrity of the perception of the object is violated; in the image of the object, not only secondary, but also certain details are often absent, which leads to fragmentation and inaccuracy of the reflection of the environment. Violation of integrity determines the difficulties of forming the structure of the image, the hierarchy of the object's attributes. For the normal functioning of visual perception of a fact, constancy, that is, 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 is narrowed depending on the degree of visual impairment.

Visual impairment inhibits the full development of the cognitive activity of blind and visually impaired children, which is reflected in the development and functioning of mnemonic processes. At the same time, technical progress and modern conditions of learning, life and activity of the blind and visually impaired impose increasingly stringent requirements on their memory (as well as on other higher mental processes), connected both with the speed of mnemonic processes and with their mobility and strength of the resulting connections.

With visual impairment, there is a change in the rate of education

temporary ties, which is reflected in an increase in the time required to consolidate ties 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 is shown that, in addition to a longer time of recognition of visual stimuli, these children also have a decrease in the volume of operational, short-term memory, which changes depending on changes background, color of visual stimuli, and, which is very important, there is a direct dependence of mnemonic processes on the degree of formation of the properties of visual perception.

We can say that such profound visual impairments, blindness and low vision, have an impact on the formation of the entire psychological system of a person, including the personality. In 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, etc.). 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 exhibit the same emotions and feelings, although the degree and level of their development may be different from those of the sighted (A.G. Litvak, B. Gomulitski, K. Pringle, N. Gibbs, D. Warren). A special place in the emergence of severe emotional states is occupied by the understanding of one's difference from normally seeing peers, arising at the age of 4-5 years, understanding and experiencing their defect in adolescence, awareness of limitations in choosing a profession, a partner for family life in adolescence. Finally,

a deep stressful state occurs with acquired blindness in adults. Persons who have recently lost their sight are also characterized by decreased self-esteem, a low level of aspirations, and pronounced depressive components of behavior.

In activity, new mental formations are formed, it creates a zone of proximal development of the child. For children with profound visual impairments, the slow formation of various forms of activity is characteristic. Children need specially directed training in the elements of activity and, mainly, in its executive part, since the motor sphere of blind and visually impaired children is most closely connected with a defect and its influence on motor acts is greatest. In this regard, the active and developing role of the leading activity is stretched over time. For example, in the preschool age for the blind, the 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 secondary disorders that arise, which are manifested in inaccurate ideas about the world around them, in the underdevelopment of objective activity, in slowly developing practical communication, in defects in orientation and mobility in space, in overall development motor skills.

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

activities (play, productive activity), and their motivation is transferred to the assimilation of knowledge. Learning in the early stages is not 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" problems. This testifies to the formation of already educational activity. But it still quite often proceeds in the form of a game, albeit of a didactic nature.

L.S. Vygotsky believed that the child's acceptance of the adult's requirements was the main point that determined and characterized educational activity. Vygotsky called the system of requirements for a child the teacher's program. In early childhood, the child is subjectively not 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 also becomes his program. Thus, the requirements put forward by the teacher become the requirements of the child himself.

The organizational and volitional side of educational activity is the most important in compensating for visual impairment. It is the activity of a blind person in cognition, the ability to achieve results, despite significant difficulties in the practical implementation of activities, 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. Willingness to carry out educational activities is manifested in

emotional-strong-willed effort, in the ability to subordinate their actions related to the completion of the assignment, the requirements of the teacher. In this there is no difference between the blind and the sighted. Differences arise in the implementation of the very process of educational 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 is the automatism of the movement of the touching hand developed, control over the course and effectiveness of the activity.

Purposefulness and the ability to regulate one's behavior associated with the ability to overcome obstacles and difficulties characterize a person's will. Will plays an important role in the self-determination of the personality of the blind and visually impaired and his position in society. These people have to overcome greater difficulties than sighted people in learning and acquiring in the same volume and of the same quality. professional knowledge... In typhlopsychology, there are two opposite 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 a different 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 will. Only the formation structural components will, such as motivation in preschoolers and schoolchildren, arbitrariness in operating representations, the development of self-control.

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

characteristic for each of the ages and corresponding to the potential, individual capabilities of the child. 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 and more complex and socially more significant forms of activity in the children's team. Motivation plays a stimulating role in the formation of work skills.

[ 8, p. 67-85].

Chapter 2. Psychological and pedagogical support with visual impairment

Stages of drawing up an individual child development program

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

Dynamics of work

1. Identification urgent problems child.
2. Development of ways of support and correction.
3. Drawing up an individual program of support (adaptation, prevention, etc.).
4. Implementation of the planned program.

Drawing up an individual development program (psychological, pedagogical and medical and social support, adaptation, preventive or correctional and developmental) will help a speech therapist, teacher-psychologist, social educator and the educator to effectively implement the program content.

Alexey Golikov, born in 2008

The level of development of the cognitive sphere of the middle level. Slower pace of learning activities. The level of voluntary attention is low.

The 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;

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:

Fairytale therapy , where psychological, therapeutic, developmental work is used. An adult can also tell a story, and it can be a group story where a group of children can be the storytellers.

Play therapy - classes can be organized not noticeably for the child, by including psychologist-teacher in the process of game activity. Play is the most natural form of a child's life. In the process of playing, the child's active interaction with the world around him is formed, his intellectual, emotional-volitional, moral qualities develop, and his personality as a whole is formed. Role-playing games contribute to the correction of the child's self-esteem, the formation of positive relationship with peers and adults. The main task of dramatization games is also the correction of the child's emotional sphere.

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

Sand therapy - classes are conducted using a center of sand and water.

Psychogymnastics - includes rhythm, pantomime, stress relief games, development of the emotional and personal sphere. Games "My mood", "Merry - 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 the child's self-expression and self-knowledge. Children's drawings not only reflect the level mental development and individual personality traits, but they are also a kind of projection of the personality. Doodles represent the initial stage of children's drawing and show both the age-related dynamics of the development of the drawing and individual personality traits

Folklore. Contemporary researchers folklore emphasize deep social and pedagogical potential.

Conclusion

When creating a special educational environment in an inclusive educational organization for any category of persons with disabilities, both developmental disabilities common to all people with special educational needs, and features characteristic only of children with visual impairments are taken into account.

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

Bibliography

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3. Grigorieva L.P. Psychophysiology of visual perception of visually impaired schoolchildren: Author's abstract. dis. ... Dr. psychol. sciences. 1985 .-- 28 p.

4.Grigorieva L.P., Kondratyeva S.I., Stashevsky C.B. 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 case of visual impairment / Psychological journal. 1988. T. 9. - No. 2. - 97-107 p.

6.Ermakov V.P., Yakunin G.A. Development, education and upbringing of children with visual impairment - M., 1990.

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

8.Foundations of special psychology: Textbook. manual for stud. wednesday ped. study. 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 a child with visual impairment.

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

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

Understanding the importance of timely and adequate assistance provided, effectively built individual trajectory of development, the teachers of our preschool institution develop plans for individual pedagogical support of children with visual impairments. Close cooperation with an ophthalmologist and orthopedic nurse allows you to solve problems such as:

1. Development of visual ideas about the objective world.

2. Development of sensorimotor skills.

3. Formation of ideas about the world around.

4. Activation of visual functions (visual stress): increasing visual acuity.

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

We will present to you some of the activities used by kindergarten teachers for the successful development of children, regardless of the level of his competence development and life experience:

Compliance with the requirements for wearing the 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: "Expand by color and shape", "Assemble the pattern."

Using exercises such as superimposing one image on another, stringing beads, tracing contour images through tracing paper, laying out from a mosaic.

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

The development of oculomotor functions with the help of games using the type "Roll the ball into the goal", "Hit the target", etc.

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

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

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

The introduction of the child into various types of children's activities: play, learning, work and dosage of the content in accordance with his cognitive capabilities.

The educational material is offered in accordance with the level of cognitive capabilities and performance, relying on the "zone of proximal development" and the prospect of social adaptation.

As you get tired in the process of organized learning activities, rest is given until the end of the lesson.

Boxes with natural material, tactile boards, containers, bags are offered to the child, which is necessary for the 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 the adaptation of the child in the surrounding reality, preparation for successful schooling.

Involvement of children in theatrical and musical activities.

Using ophthalmic requirements when working with clarity.

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