The article identifies some problems in the development of the personality of a preschooler with visual deprivation and ways to solve them in a compensatory preschool educational institution.
The personal structure of a person is made up of various integrative mental formations that develop during life, and each of which is assimilated into personality qualities in life.
The formation of all mental formations is influenced by whole line factors:
- biological (genetic conditioning, type of nervous activity, somatic health)
- abnormal (damages to the analyzing system, brain, central nervous system, physical defect)
- social (child’s society, family and parent-child relationships, educational environment in preschool educational institutions).
Let us consider the main mental formations and the features of their development in children with visual impairments.
1. Motivational mental formations: needs, motives, drives, desires, inclinations, interests, intentions and attitudes. These psychological components of motivation are assimilated into such personality qualities as determination, conviction, curiosity, breadth and stability of interests.
The psychological components of motivation begin to form from birth. Of course, in the first months of his life, a child experiences primarily physiological needs that are essential for physical survival. (food, air, physical activity, sensory stimulation). And there is no way to talk about the existence of any motives for him. However, it is precisely the period of infancy that is extremely important for the formation of the further development of the entire motivational complex of a person. Until the age of two, a child experiences not only basic physiological needs, but also pronounced needs for affiliation, security, and new experiences. Researchers say that during this period the first harbingers of the achievement motive appear. And it begins to develop at 2.5-3.5 years. By about the age of 4, dominant attitudes appear: for some, prestigious ones (selfish), for others - altruistic, for 3, aimed at achieving success. From the age of 5-6 years, gender and individual differences in achievement motivation begin to appear. From this age, truly motivational forms of behavior aimed at achievement arise. The child’s diverse interests begin to acquire relative stability. As a result, the child’s motivational sphere begins to take shape. Children with visual impairments may have some changes in the dynamics of needs, for example, underdevelopment of perceptual needs associated with difficulty in satisfying them. There is also a narrowing of the range of interests due to limitations in the sphere of sensory reflection. The spontaneous development of needs in the blind and visually impaired leads to the dominance of organic needs. As the most easily satisfied. Overvaluation and lack of attention from parents and others have an unfavorable impact on the formation of character.
(qualities such as fear of new things, lack of curiosity, determination can be formed). The position of a teacher who offers himself as the only role model extinguishes children's curiosity.
2. Affective mental formations are a reflection of experiences of subjective significance and an assessment of the external and internal environment of the body. Affective mental formations manifest themselves in the form of emotional reactions, feelings, moods, affects, stress and frustration, are assimilated into cheerfulness, impressionability, emotional stability, empathy: humanistic (compassion, sympathy, pity), egocentric (concern for oneself, for example, sadness in response to joy or indifference).
A number of factors have a negative impact on the development of the emotional sphere of children with visual impairments. Primary emotional disorders are caused by disruption of the nervous system as a result of its perinatal pathology. To disorders of the emotional-volitional sphere in the form of moral and ethical deviations (rudeness, viciousness, cruelty) give syndromes of damage to the ANS; Asthenic syndrome leads to stable behavioral reactions: capriciousness, emotional instability, explosiveness, malice, etc. Secondary emotional disorders are associated with a narrowed sphere of sensory reflection and cognition. They manifest themselves in the poverty of emotions, in the weakness of the manifestation of individual emotions, in the difficulty of their external expression. (in the blind and visually impaired there may be an absence or severe limitation of the external manifestation of internal states), children do not always correctly perceive their partner’s facial expressions, etc. Such emotional disturbances most often manifest themselves in difficulties in establishing interpersonal relationships, in self-realization, etc. And with improper upbringing, they are formed negative qualities: indifference to others, spiritual callousness.
3. Temperamental mental formations. Temperament is an integrated mental formation of neurodynamic and psychodynamic properties. It is biologically determined and innate. Consequently, in correctional work it is necessary to rely on the strengths of temperament and prevent the emergence of undesirable qualities: uncertainty, anxiety, fearfulness, isolation, incontinence, etc. With extreme disharmony of educational influences and temperamental characteristics, it can lead to serious behavioral disorders leading to nervous breakdowns and diseases. For example, constant "race" in accelerating the pace of activities in the classroom (or in daily activities), may cause him to have a negative attitude towards learning. Reduced cognitive interests. negativism, stubbornness. Another example: in the learning process with favorable conditions Psychological anxiety can become the basis for the child’s development of responsibility and organized activity. It is important for adults to move from simple adaptation to the child’s individual characteristics to the tactics of developing his self-regulation, self-management of the child’s dynamic behavioral activity.
4. Regulatory mental formations: self-regulation, self-control, will and attention are assimilated into such personality qualities as attentiveness, perseverance, willpower, courage, determination, confidence, independence, responsibility. The development of regulatory mental formations can be negatively affected by disturbances in the activity of the central nervous system and speech underdevelopment (language acquisition is a means of organizing voluntary actions, for example, a child, reaching out to a forbidden object, says to himself "it is forbidden" and removes his hand.), difficulties of visual reflection and poverty of sensory experience, as well as a social environment that does not train the child in volitionally overcoming difficulties. In particular, this is overprotection and hypoprotection on the part of adults, which results in: impulsive behavior, suggestibility, negativism, stubbornness, and lack of independence.
5. Sensory perceptual mental formations - these sensations and perceptions are assimilated into sensitivity, vulnerability, observation, receptivity. According to typhlopsychological studies, sensations and perceptions, being strictly dependent on the depth and nature of the defect, the time of its appearance, at the same time, develop on the basis of nervous mechanisms identical to those of sighted people. Perception disturbances may be caused by difficulties in the development of other integral mental formations that arise against the background of developmental anomalies or unfavorable living conditions.
6. Mnemonic mental formations can be assimilated into forgetfulness or memory, ease or difficulty in reproducing material. Individual characteristics of children's memory depend on the characteristics of GNI, the level of development of individual memory processes, and the characteristics of upbringing and training. Difficulties in visual reflective activity against the background of visual impairment cause a decrease in the volume of operational short-term memory and slow down the development of memorization processes. Memorization is influenced by the degree of expression of emotions (their weakness or their excessive manifestation, both positive and negative). Central nervous system diseases (cerebro-asthenic syndrome, VSD, cerebral organic failure, etc.) negatively affect memory processes.
7. Intellectual mental formations: thinking (basic component of intelligence) and imagination are assimilated into intelligence, prudence, foresight, resourcefulness or stupidity. Brain lesions and speech disorders certainly have a negative impact on the development of intellectual mental formations. Visual sensory-perceptual impairments slow down and complicate the development of mental operations. The family can have an adverse influence on the formation of intellectual qualities. With dominant overprotection or abandonment of the child, they can develop in the absence of curiosity and a sense of the new. Also, if a teacher offers himself as the only role model, this discourages interest in cognitive tasks, extinguishes children's curiosity, and weakens the manifestations of intellectual mental formations.
8. Reflective mental formations require a special focus on the activities of one’s own soul and can be assimilated into conscientiousness, spirituality, sincerity, tolerance, conviction, dedication, decency, and selfishness. Reflection will not develop in children or adults unless he shows a tendency to reflect on himself and does not direct special attention to his internal processes. One of the manifestations of reflective psychological education is: Self-concept as a basic component individual consciousness. The formation of a child’s self-concept at the earliest stage of his development occurs under the influence of communication with adults. I will briefly outline the formation of the self-concept in childhood: consciousness of one’s body (3-8 months), expression of attitude towards other people (7-8m.), external image (recognizes himself in the mirror - 8 m.), learns about belonging to a specific gender (1.5 years), orientation towards social norms in one’s behavior (about 2 years). Neuroses such as neuroasthenia and hysterical neurosis have a negative impact on the self-concept. (fear of being the wrong person, no one). With improper upbringing, negative qualities are formed - zgoism, spiritual callousness, self-centeredness, indifference to others.
9. Psychomotor mental formations: motor abilities, motor skills and speech, body diagram. Visual-motor coordination is assimilated into coordination, plasticity, and dexterity. Visual impairment has a serious impact on the development of psychomotor skills. Spatial orientation becomes difficult, the formation of motor skills is delayed, and motor and cognitive activity decreases. Due to the difficulties of visual imitation, mastering spatial concepts and motor actions, the correct posture when walking, running, and natural movements is disrupted; coordination and accuracy of movements are disrupted in outdoor games. Incorrect parenting styles have a significant impact on psychomotor development: overprotection, in which initiative is suppressed. The desire for independence; and hypoprotection, manifested in indifference, indifference to needs; reminders of physical disability.
10. Creative mental formations: intelligence, divergent thinking. Giftedness, talent. genius, as well as special abilities at the personal level, are assimilated into originality, resourcefulness, and initiative. The development of creativity depends on the level of the cognitive sphere, voluntariness of activity and behavior, freedom of activity (manifests itself in: initiative: the child himself looks for ways to achieve the goal, chooses the means himself), awareness. The family has a great influence on the development of creativity. High levels of creativity in children do not guarantee their creative achievements. Among the conditions that stimulate the development of creative thinking are: situations of incompleteness, encouragement of many questions, stimulation of responsibility and independence, etc. Those educators who, in order to achieve their goals, have a negative impact (raising obedient smart performers) use methods of influence such as shouting, diktat, punishment. Then the development of abilities in children is blocked.
11. Communicative mental formations are a socio-psychological component in the structure of the psyche, formed in the process of interaction of people with each other. Speech and language are the basis of communicative speech mental formations, which are assimilated into sociability, tactfulness, understanding, and literacy. An abnormal factor in the form of visual impairment also affects the child’s communication sphere. Such a child cannot always correctly understand the partner’s facial expressions, which can cause misunderstanding of each other. Children who often experience frustration withdraw from communication. With deep visual defects in children, in conditions of limited contacts, children experience a decreased background mood and asthenic features (often with symptoms of hypochondriasis), isolation, a tendency to become autistic, as a result of difficult contacts.
The main negative factor in the development of communicative mental formations is the violation of parent-child relationships, manifested in parenting styles: rejection (children become "clogged" , withdrawn, timid, touchy, or aggressive), hypersocial upbringing, then violent aggression is possible, or isolation, isolation, emotional coldness, anxious and suspicious upbringing (the child is distrustful of others). The neurological factor also has a negative impact on the communication sphere (speech disorders, attention deficit disorder, hyperactivity, etc.)
12. Moral mental formations are a product of socio-psychological interaction between people, a reflection of a person’s subjective relationship to people and other objects of the external world. From them personal qualities are formed related to the attitude towards people: justice, kindness, responsibility, cooperation, generosity, selflessness. It is known from typhlopsychology that vision pathology does not have a direct impact on the formation of moral qualities. With improper upbringing, both excessive guardianship and lack of attention, abandonment of the child, such negative qualities as self-centeredness, selfishness, lack of a sense of duty and camaraderie are formed. If a teacher uses such methods as shouting, dictate, punishment to achieve his goals, then this leads not only to the suppression of the development of abilities, but also to the emergence of double morality in children. Paramount importance in formation personal qualities The family and social factor are of paramount importance.
Thus, all of the above allows us to highlight the following areas of support: personal development a child with visual impairment in a preschool educational institution:
- psychocorrection
- pedagogical correction
- socialization
- interaction with family
Psychocorrection allows you to eliminate behavioral disorders and disorders, affective psychological formations, gross violations in the cognitive sphere, as well as disorders in the communicative sphere. A psychologist must correct the problematic development of these mental formations by working with children on specific skills of interaction with peers and adults, developing deficit functions, nurturing self-regulation through training exercises, relaxation, as well as by training parents and teachers in behavioral programs. At the same time, the teacher must create conditions for leveling the child’s problematic behavior, conditions for the demand in his life for corrected mental formations and emerging personal qualities.
Pedagogical correction is designed to correct sensory-perceptual, psychomotor, communicative and mental disorders, as well as speech disorders. Pedagogical correction should be simultaneously carried out by: a teacher-defectologist (typhlopedagogue), speech therapist and educator. At the same time, the goal of a teacher-defectologist is the correction and prevention of secondary disorders, the socialization of children with visual impairments through the development of deficit functions. Training in perceptual, cognitive, subject-practical, communicative actions and skills, formation of compensatory mechanisms. The goal of a speech therapist is the correction and development of speech, its functions and types, the goal of the teacher’s work is the automation and improvement of corrected mental education in conditions of frequent joint games with children, in compliance with a physical activity regime and the creation of a subject-spatial environment for productive creative activity.
Socialization in the educational process has a direct impact on moral, creative, reflective, regulatory, communicative-speech and psychomotor mental formations. Teachers and other specialists should contribute to the individualization of the child’s personal manifestation. This can be ensured by creating an educational environment that satisfies children’s personal needs for cognition, by using a position of cooperation and interaction with the child, by involving children in transformative activities and in universal human values. When interacting with children, it is also necessary to use techniques for enriching and preserving life experience, techniques for developing voluntary attention and coordination of movements, creating situations for overcoming obstacles and applying effort, situations for the child to choose alternatives, and also maintain motor activity.
Interaction with the family allows you to adjust motivational, affective, intellectual and reflective mental formations. To do this, it is necessary, through the efforts of preschool educational institutions specialists, to improve the educational function of the family by studying the educational potential of specific families, educating parents on educational methods and training them in behavioral programs within the framework of consultations with specialists.
So, based on the above, it can be noted that the multicomponent personality structure requires integrated approach specialists to support the personal development of a child with visual impairment. Only through the joint actions of teachers and preschool specialists can the normal formation and development of each mental formation in children with visual impairments be ensured and their subsequent assimilation into positive personality traits.
Municipal educational budgetary institution
"Lyceum of Sol-Iletsk district"
psychologist
Municipal educational institution "Lyceum of Sol-Iletsk district", Orenburg region
Individual support program for a child with visual impairments as part of an adapted educational program
Introduction | ||
Psychological and pedagogical support for children with visual impairments | ||
1.1. The main directions of psychological and pedagogical support for students with visual impairments in an educational institution | ||
1.2. Psychological and pedagogical characteristics of children with visual impairments | ||
Experience in developing an individual support program for children with visual impairments 2.1. Features of the population of children with visual impairments in an educational institution | ||
2.2. Individual support program for children with visual impairments | ||
Conclusion | ||
Bibliography |
Introduction
Currently in Russia, due to a number of reasons, there is a tendency to increase the number of disabled children and persons with disabilities. disabilities health. The category of such children is extremely heterogeneous, but their common main feature is a violation or delay in development.
In the context of the modernization of Russian education, the problem of creating optimal conditions for the development, upbringing, and education of children with disabilities is of particular relevance.
Today, there is a serious problem of educating disabled children and persons with disabilities who experience significant difficulties in organizing their educational, communicative activities, and behavior due to existing developmental characteristics, as well as somatic diseases. But, despite this, such children can study under special programs and with specially trained teachers who know how to work with them. This right of children with disabilities is possible with inclusive education. A significant role in changing the situation for children with disabilities is played by the identification and early comprehensive assistance to children, the introduction into practice of scientifically based and experimentally proven forms of organizing joint education of healthy schoolchildren with children with disabilities, fundamentally new approaches and technologies for their upbringing and education .
As a result, some children with disabilities, who are closest in their development to the normative one, are naturally redistributed from the special educational space - special (correctional) schools - into the general educational space of the mass school. The main reason is that the general education institution is the main institution of socialization. In these conditions, a general education institution must be adaptive to the needs and capabilities of a special part of its population - children with disabilities.
Children and adolescents classified as “children with disabilities” deserve close attention and targeted assistance from a number of specialists - psychologists, teachers, doctors, social workers. Children with a defect have many common features, which determines the main approaches to their education and upbringing. And, nevertheless, each component of this category of children (with hearing, speech, vision, musculoskeletal, mental retardation) is distinguished by special psychological characteristics, developmental and socialization features. Their personalities are in the process of being formed, and a poor quality of life during this time can have serious consequences for their future.
The presence of visual impairments (congenital anomalies of the visual analyzer, amblyopia, nystagmus, etc.) is one of the variants of impaired ontogenesis and can limit cognitive, educational, social and behavioral capabilities in children and adolescents.
Today, children with developmental disabilities can receive psychological and pedagogical assistance in general education institutions, but the experience of providing general education services for children with visual impairments in regular educational institutions is becoming particularly relevant.
The purpose of this work is to develop a program for individual support for a child with visual impairment.
Tasks:
1. To study the psychological and pedagogical characteristics of children with visual impairments;
2. Summarize the experience of developing an individual support program for a child with visual impairments
Chapter 1. Psychological and pedagogical support children with visual impairments
1.1. The main directions of psychological and pedagogical support for children with visual impairments in an educational institution.
Psychological and pedagogical support is a holistic, systematically organized activity, during which socio-psychological and pedagogical conditions are created for the successful learning and development of each child in the educational environment.
Psychological support for a child with visual impairment can be considered as a complex technology psychological support and assistance to the child, parents and teachers in solving problems of development, training, education, socialization by an educational psychologist.
The goal of psychological and pedagogical support for the development of a child in an educational institution is to create psychological conditions for the normal development and successful learning of the child.
Objectives of psychological and pedagogical support: 1. Create an emotional favorable microclimate for the child in the peer group and teaching staff.. 2. Study the individual characteristics of children’s development in the unity of the intellectual, emotional and behavioral spheres of their manifestation. 3. Provide assistance to children in need of special educational programs and special forms of organizing their activities. 4. Conduct early diagnosis and correction of developmental disorders in a timely manner. 5. Increase the psychological competence of teachers and parents on issues of child upbringing and development.
Among the conditions for organizing inclusive activities of educational institutions for psychological and pedagogical support of a child with visual impairments, it is necessary: 1. Cooperation with the PMSS center and the psychological, medical and pedagogical commissions (PMPC) created in them; 2. Interaction with other inclusive and special institutions of the vertical or network (kindergarten, school, etc.), including the mutual exchange of technologies, materials, information and documents; 3. Availability of personnel trained to implement the tasks of inclusive education; 4. Development of techniques, methods and forms for improving the professional competence of specialists; 5. Availability of a team of support specialists: coordinator (head teacher) for inclusion, psychologist, special teacher, speech therapist, social teacher, teacher’s assistant (tutor), etc.; 6. Organization of the activities of these specialists as a psychological-medical-pedagogical council (PMPk) of an educational institution with corresponding assigned tasks; 7. Architectural transformations, including barrier-free environments; 8. Availability of special equipment and tools that modulate the educational space of the class/group.
To fully include a child in inclusive education, an individual approach is required and, therefore, education must be organized in such a way as to meet the special needs of each child. The development of individual program psychological and pedagogical support for children with visual impairments.
Mandatory areas for organizing psychological and pedagogical support for children with visual impairments, which must be reflected in the program, are:
1. Diagnostic work ensures timely identification of psychological and pedagogical features of the development of children with visual impairments, which allows us to obtain a complete picture of the child’s personality development and plan corrective measures and prepare recommendations for providing them with psychological, medical and pedagogical assistance in an educational institution;
2. Individual and group correctional and developmental work provides timely specialized assistance in mastering the content of education and correction of deficiencies in the physical and (or) mental development of children with visual impairments in a general education institution; contributes to the formation of universal educational actions of students (personal, regulatory, cognitive, communicative);
3. Advisory work ensures continuity of special support for children with visual impairments and their families on the implementation of differentiated psychological and pedagogical conditions for training, education, correction, development and socialization of students;
4. Information and educational work is aimed at explanatory activities on issues related to the characteristics of the educational process for this category of children, with all participants in the educational process - students (both those with and without developmental disabilities), their parents (legal representatives), teaching staff. Such work is labor-intensive, but gives a complete picture of the dynamics and results of psychological and pedagogical correction.
Thus, psychological and pedagogical support for a child with visual impairment should be carried out as methodological assistance to teachers of an educational institution on the issue of creating conditions for working with children with visual impairment (risk of impairment), as well as to parents whose children have deviations in the development of the visual analyzer. The psychological and pedagogical support of a child with visual impairment includes work on effective assistance child in adapting to a new social space, developing communication skills and self-regulation skills, increasing parental competence and psychological literacy, increasing the professional level of the teaching staff in the field of hygiene and vision protection for children.
1.2. Psychological and pedagogical characteristics of children with visual impairments.
Vision is the most powerful source of information about the outside world. 85-90% of information enters the brain through the visual analyzer, and partial or profound disruption of its functions causes a number of deviations in the physical and mental development of the child. The visual analyzer ensures the performance of complex visual functions. It is customary to distinguish five main visual functions:
1) central vision;
2) peripheral vision;
3) binocular vision;
4) light perception;
5) color perception.
Vision, in which the eye distinguishes two points at a visual angle in one minute, is considered normal, equal to one (1.0).
Features of psychophysical development
In the absence of vision, significant developmental features arise, although the general patterns of development characteristic of normal children are preserved. Thus, three characteristic features can be noted in the development of a visually impaired child.
First consists in some general lag in the development of a visually impaired child compared to the development of a sighted child, which is due to less activity in learning about the world around him. This manifests itself in both physical and mental development. In addition, many visually impaired children may have psychiatric problems. The lack of initiative and passivity of the blind child is noted. “The later the loss of vision occurred, the stronger the associated psychological trauma. Loss or impairment of vision often gives rise to indifference not only to public, but also to personal life.” .
Second The peculiarity of the development of a visually impaired child is that the periods of development of blind children do not coincide with the periods of development of sighted children. Until a visually impaired child develops ways to compensate for blindness, the ideas he receives from the outside world will be incomplete, fragmentary, and the child will develop more slowly.
Third A feature of the development of a visually impaired child is disproportionality. It manifests itself in the fact that the functions and aspects of the personality that suffer less from the lack of vision (speech, thinking, etc.) develop faster, although in a peculiar way, others more slowly (movements, mastery of space). It should be noted that the uneven development of a visually impaired child manifests itself more sharply in preschool age than in school age.
Children with vision problems have speech impairments. This is explained by the fact that the formation of speech in such children proceeds in more difficult conditions than that of a sighted child. Children with visual impairments are more likely to experience complex deviations from the norm, impaired spatial coordination, poorly developed fine motor skills, and problems in the cognitive sphere.
The least pronounced defects are at the first level of speech development; only isolated violations of sound pronunciation are noted.
At the second level, the child has a limited active vocabulary, there are some difficulties in correlating a word and the image of an object, in the use of generalizing concepts, in composing sentences and detailed stories. Violations of sound pronunciation at the second level are more pronounced and varied. Phonemic analysis has not been formed.
At the third level, there is a lack of active and passive vocabulary. The subject correlation of words has not been formed, generalizing concepts have not been developed. Coherent speech is agrammatic, the child uses one or two word sentences. Sound pronunciation is impaired. Phonemic analysis and synthesis are not formed.
At the fourth, lowest level, the child speaks in separate words, phonemic analysis and synthesis are not formed. .
Thus, children with visual impairments often do not have a developed speech functional system, have a limited vocabulary, and a distorted understanding of the semantic side of speech.
Fuzzy, narrow perception makes it difficult to recognize objects, their shapes, and characteristic external features. Children do not see lines, confuse letters with similar designs, lose and repeat lines when reading, do not notice punctuation marks, and pronounce words incorrectly. Visually impaired children have phonetic-phonemic and articulatory difficulties. Problems of lexical and grammatical properties often arise. When working visually, visually impaired children quickly become tired and their performance decreases.
Features of behavior
The lack of visual control of movements complicates the formation of coordination of movements. As a result, the movements of the blind are constrained, ugly, uncertain, and there is no precision in their execution. There are communication problems.
Teaching the visually impaired together with sighted children
Let us consider the features of teaching a child with visual impairments in a group of sighted peers. It is better if a speech therapist also works with such children. The following must be taken into account when working:
1. In the class where such a child is located, it is desirable that there be no more than 15 students in order to ensure an individual approach to the child.
2. First of all, it is necessary to create a psychological attitude for a visually impaired student to overcome difficulties. The rest of the students should be introduced to the characteristics of the visually impaired, a friendly environment should be created and a good attitude towards such a student should be formed. However, actions aimed at achieving this goal must be thoughtful and tactful, since excessive care of a new student can develop selfish attitudes in him, and in the surrounding children - a condescending attitude.
Children can sometimes be cruel and can tease and bully a visually impaired child. In a tactful manner, the teacher must explain to students that they should not focus attention on the defect of a sick child, much less tease and offend him. The teacher should show many positive sides their blind students, for example, knowledge of a large number of poems, stories, and the ability to sing, in order to arouse respect for them from sighted students. Objectivity of assessment should also become the norm of the teacher’s work, which will allow children with visual impairments to feel on an equal footing with sighted children.
3. When accepting a child with a visual impairment into his class, the teacher should carefully consider where to seat the new student. If the child retains partial vision or is visually impaired, i.e. visual acuity is more than 0.05, and he does not have severe photophobia, he should be seated on the first desk, preferably in the middle row.
A child with severe visual impairment, who relies on touch and hearing in his work, can work at any desk, taking into account the degree of audibility in that place. If the child does not have photophobia and needs additional lighting, the workplace should be illuminated by a table lamp with a dimmer.
If a student has severe photophobia, he should be seated with his back to the window or the window should be covered with a curtain. If there is photophobia in one eye, the child should sit so that the light falls from the opposite side.
4. The optimal visual load for visually impaired students is no more than 15-20 minutes of continuous work. For students with profound visual impairment, depending on individual characteristics, it should not exceed 10-20 minutes. The classroom must be provided with increased general illumination (at least 1000 lux) or local lighting in the workplace of at least 400-500 lux. Be sure to use physical exercises.
5. If a visually impaired child works relying on his vision, then when using a board, the notes should be rich and contrasting, the letters should be large. When writing, he should use colored markers for the most important points in the material being written down, then he will not have to strain his eyes further to read the entire note in the notebook. Use of special visualization, large frontal (up to 15-20 cm) and differentiated individual (from 1 to 5 cm); the use of backgrounds that improve visual perception when demonstrating objects; the predominance of red, orange, yellow color, stands that allow you to view objects in a vertical position;
6. One of the important tasks of a teacher is to include a visually impaired student in the work of the class. At the same time, the teacher and students should remember that the pace of writing and reading for a visually impaired person is lower. He won't be able to keep up with the class. In this regard, along with a Braille device, voice recorders are used, on which fragments of the lesson are recorded.
7. The next point is the limitation of time for visual work. The teacher must remember this and teach a visually impaired child to analyze literary works by ear, highlighting only key words and sentences. The teacher’s speech must be expressive and precise; it is necessary to pronounce everything he does, writes or draws.
8. Considering that visually impaired children have never held many objects in their hands or have seen them only vaguely, and therefore are incomprehensible to them, it is necessary to use real objects, directing the children’s hands and gaze to them.
9. During breaks and after classes, children with visual impairments should have the opportunity to get to know their classmates better, maybe even touch them. Unfortunately, many visually impaired people do not know how to communicate, they do not listen to the interlocutor, and dialogue in communication does not work out. The speaker wants to show that he knows a lot, but such behavior does not evoke an emotional response from the listener.
In a new team of sighted people, a child with visual impairment has to overcome a number of complexes, such as fear of space and new people, and lack of self-confidence. He needs to be helped in this by providing the opportunity to be a leader, for example, the captain of a checkers or chess team, the host of a literary composition, a quiz, etc.
It is necessary to include it in various hikes and excursions. If you prepare a blind child as a guide, this will serve both his self-affirmation and recognition from his classmates. At the same time, he must observe the same norms and rules of behavior as other children. However, he should be encouraged if he successfully follows these rules.
10. A smile or nod of the head as a way of encouragement is not always available to a child with visual impairment. Putting your hand on your shoulder or patting it is best, but verbal praise is even more important because other children can hear it.
11. The most difficult problem for a blind person is orientation in space. The child must know the main landmarks of the room where classes are held and the path to his place. In this regard, you should not change the environment and place of the child, especially at first, until he develops automatic movement in a familiar room.
12. Children love watching movies and videos. Visually impaired people also need to be involved in viewing them. However, the show should be accompanied by verbal explanations of the situation, setting, and behavior of the characters.
13. Some children with visual impairments, due to existing complexes, try not to draw attention to their problems and are embarrassed to ask for help from an adult or classmates. In such cases, you need to constantly keep the child in your field of vision and try to see and feel when he needs help. The child must learn to ask and accept help from peers. It is very important that in this situation the child maintains a sense of self-esteem and strives to provide help himself in a situation appropriate to his capabilities.
There is no more reliable person faithful assistant and protector than the eye.
No wonder the popular proverb says “It is better to see once than to hear a hundred times.”
Therefore, it is very important for children with visual impairments to organize at the initial stage schooling individual psychological and pedagogical work, timely treatment, clinical observation - this is the only real way to combat the causes of decreased vision in childhood.
Chapter 2 . Experience in developing an individual support program for children with visual impairments
2.1. Features of the population of children with visual impairments in an educational institution
An analysis of statistical data and the results of preventive examinations carried out in 2013-2014 by ophthalmologists shows that the incidence of diseases of the visual organs in children remains at a high level.
In our lyceum there is 1 visually impaired child, 80 students have vision problems.
The eye is one of the most precious human organs (it gives us thousands of sensations per minute); vision is one of nature's amazing gifts. A person has no more reliable, faithful assistant and protector than the eye.
No wonder the popular proverb says “It’s better to see once than to hear a hundred times”, “... take care... like the apple of your eye.”
Eye work lasts on average 15-18 hours a day. To maintain good vision, you need to childhood, and especially during school years, take care of your eyes. It is known that the number of children with low vision increases as they move from class to class. Schoolchildren most often develop myopia, which, as a rule, is not high, but in some children under unfavorable conditions external environment, myopia continues to progress and can reach such a degree that education in public schools becomes impossible.
Let's look at changes in visual acuity of lyceum students over the last three years:
The diagram shows that the number of students with visual impairments in the lyceum is increasing every year:
At the same time, one student is studying at the lyceum with a diagnosis of high degree amblyopia in both eyes.
From the diagram and table it is clear that every year there is an increase in children with visual impairments, and the lyceum student has a serious diagnosis. Thus, an organic defect in the visual analyzer can lead to a number of deviations in the formation and development of the personality of visually impaired children in general. Therefore, for children with vision pathology, it is necessary to pay special attention from specialists, teachers and, of course, parents. To do this, it is necessary to develop an individual support program for children with visual impairments.
2.2. Individual support program for children with visual impairments.
The psychological and pedagogical support program includes work to effectively help a child adapt to a new social space, develop communication and self-regulation skills, increase parental competence and psychological literacy, and improve the professional level of the teaching staff in the field of hygiene and vision care for children.
Individual support program for people with visual impairments for 6th grade student Angelina M. MOBU “Lyceum of Sol-Iletsk district”
Purpose Psychological and pedagogical support for a child with visual impairment (amblyopia) studying at the Lyceum of Sol-Iletsk District is to provide conditions for the optimal development of the child and his successful integration into society.
Tasks programs:
§ develop and improve the objectivity of the child’s perception through clarification of their visual object representations;
§ improve hand-eye coordination of a child with visual impairments.
§ skills formation social adaptation among peers.
Main stages of work organization:
1. Preliminary stage:
§ filling out a child development chart.
2. Diagnostic stage:
§ identifying the level of development of the student’s visual perception;
§ obtaining objective data on the state of visual perception and visual functions, which are subject to further correctional and developmental influence.
3. Corrective and developmental 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 the student by specialists in psychological and pedagogical support.
4. Final stage:
§ tracking the dynamics of the development of a schoolgirl’s visual perception.
Admission to the Lyceum of Angelina M., a visually impaired student, was carried out on the basis of the conclusion of the medical commission, which indicated that the child can study at the Lyceum of the Sol-Iletsky District
Main directions The work of psychological and pedagogical support for 6th grade student Angelin M. during the school year is:
1. Diagnostics of the cognitive, motivational and emotional-volitional spheres of the student’s personality.
2. Analytical work.
3. Organizational work. Creation of a unified school information field,
focused on all participants in the educational process - holding a school psychological and pedagogical consultation, large and small teacher councils, training seminars, meetings with administration representatives, teachers and parents.
4. Consultative work with all participants in the educational process.
5. Preventive work. Implementation of programs aimed at solving problems of interpersonal interaction.
6. Corrective and developmental work.
Psychological and pedagogical support for a child with visual impairment can be considered as a comprehensive technology of psychological and pedagogical support and assistance to the child and parents (legal representatives) in solving the problems of development, training, education, socialization by specialists of different profiles acting in a coordinated manner.
Forms of training, content and implementation plan ensuring the satisfaction of the special educational needs of a child with visual impairment and his mastering the main educational program of the school.
The issue of choosing an educational and individual route for a child with visual impairment is decided at a school psychological and pedagogical council, based on the needs, developmental characteristics and capabilities of the child, with the direct participation of his parents (legal representatives). Corrective and developmental work is built for him, aimed at gradually increasing the degree of independence, subordinating his activities to the set goal with the organizing, stimulating help of an adult; switching the student to practical activities or other easier tasks that reinforce his belief in his own abilities.
EVENT Plan
Event | Deadlines | Responsible |
|
Organizational |
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Conducting information educational and explanatory work on issues related to the characteristics educational process for a child | During a year | Educational psychologist |
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Improving the level of social rehabilitation |
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Control of rehabilitation measures Psychological and pedagogical rehabilitation (correctional classes with a teacher - psychologist, subject teachers) Social and household rehabilitation Creative rehabilitation (classes in studios, clubs, circles) Activities according to the work plan of the psychological school pedagogical council | December - June | ||
Conducting training seminars for teachers, program participants | During a year | Deputy Director for HR Educational psychologist |
|
Providing multi-level, variable education and upbringing of a child with visual impairment |
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Scheduling | September | Deputy Director for HR |
|
During a year | Subject teachers |
||
Participation of a child with visual impairment in leisure activities - mass events | During a year | Classroom teacher Educational psychologist |
|
Assistance in overcoming the information barrier |
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Training in the basics of working on a personal computer for a visually impaired child | During a year | Deputy Director for ICT IT-teacher |
|
Networking via school email | During a year | Deputy Director for ICT Classroom teacher |
|
Conducting individual consultations for parents and testing of children with visual impairments on issues career guidance | During a year | Educational psychologist Classroom teacher |
|
Psychological and pedagogical work |
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Conducting individual and group classes | During a year | Educational psychologist |
|
Implementation of pedagogical monitoring of student achievements. | During a year | Working group |
|
Preventive work to maintain health |
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Introduction of health-saving technologies into the educational process. Organizing and conducting events aimed at preserving, preventing health and developing healthy, safe lifestyle skills. | During a year | Educational psychologist Subject teachers Classroom teacher |
|
The program of individual psychological and pedagogical support for student Angelina M. includes 10 classes aimed at correcting and developing visual perception. The first and last classes are diagnostic.
Classes are held once a week. The duration of the lesson is 30-40 minutes, visual gymnastics or physical exercises are performed every 10 minutes.
At each lesson, the exercises are repeated using more complex material and in new conditions, taking into account the individual characteristics of the child.
Approximate structure of the lesson:
1. Organizational part. Games and exercises that help relieve psycho-emotional stress and develop communication skills.
§ games, exercises, tasks for the perception of signs and properties of the objective world;
§ tasks that develop activity, integrity, constancy, differentiation of perception based on visual-practical, visual-figurative actions using the equipment of a psychologist’s office
3. Final part. Summarizing.
Expected result. Ensuring maximum development and automation of all visual functions of a child with visual pathology.
CONCLUSION
Systematization of work with children with visual impairments in our lyceum will become necessary and will find a positive response from teachers and parents.
The goal of the initial stage of the program was to create a database on children with visual impairments and to attract all available resources to support the educational process of children with visual impairments.
The tasks that we have set for ourselves are:
To study the psychological and pedagogical characteristics of children with visual impairments;
- Summarize the experience of developing an individual support program for a child with visual impairments
Children with visual impairments need timely identification of the need for individual support in the educational process, the realization of potential opportunities and the creation of conditions for development.
The key point of this situation is that children with visual impairments do not adapt to the rules and conditions of society, but are included in life on their own terms, which society accepts and takes into account.
In this situation, it is very important for the teacher to have special professional skills, closely advise parents, and consult with them. And the most important thing is to identify deficiencies in the development of children and organize individual work with children at the earliest possible stage. This makes it possible to correct the main deficiencies in the child’s development and prepare him for education in the middle and senior levels of a general education institution.
It is necessary for subject teachers, speech therapist, educational psychologist, social educator and medical workers to work in close cooperation for successful professional activities in psychological and pedagogical support of a child with visual impairment.
A healthy lifestyle, adherence to a scientifically based regime of visual work, a nutritious balanced diet, regular physical education and sports, special physical exercise for the eyes will ensure good health for children and normal eye function. Experience suggests that, especially at first, the most simple exercises and there are the most effective ones.
BIBLIOGRAPHY
1. Bashmakov, developmental disorders with the basics of organizing correctional assistance: textbook /. – Kirov., 2007. – 270 p.
Grave psychology: textbook /Under the general. ed. .- Vladivostok., 2003.
2. and others. Fundamentals of correctional pedagogy: Textbook. aid for students higher ped. textbook establishments/ , ; Ed. - M., 2002.
3. Dementieva’s work with the family of a child with disabilities. –M.: Institute of Social Work, 1996. – 140 p.
4. Zhigoreva with complex developmental disorders: pedagogical assistance: textbook. aid for students higher textbook establishments. – M.: Publishing Center “Academy”, 2006. – 240 p.
5. , Bratkova individual program for correctional and developmental training and education of preschool children with developmental disabilities // Education and training of children with developmental disabilities. – 2008. - No. 2. – 150 p.
6. Inclusive education. Handbook for teachers working with children with disabilities: Methodological manual - M., 2012.
7. , Kukushkin Federal State Standard for General Education of Children with Disabilities: Basic Provisions of the Concept.//Defectology.-2009.-No.1-page 5-19.
8. Plaksina - pedagogical characteristics of children with visual impairment: Textbook. –– M.: RAOIKP, 1999.
9. , Kuznetsova - pedagogical support for children with disorders of the emotional-volitional sphere. Practical materials for psychologists and parents / , . - M., 2013. (Manual for psychologists and teachers).
10. Solodyanka’s family with a child with disabilities. – M.: ARKTI, 2007. – 80 p.
Pedagogical support child with visual impairment.
A child with visual impairment needs increased attention from the teacher, competent construction of his educational route, and construction of the trajectory of his life. Pedagogical experience in working with children with vision pathology shows that the sooner children receive help from the adult community - teachers, specialists and parents, the more prosperous it will be. psychological development, thanks to the unique compensatory capabilities inherent in each child.
The inclusive education and upbringing that is currently being introduced allows children with developmental disabilities and health problems the opportunity to receive an education in mass preschool institutions.
Understanding the importance of timely, adequate assistance and an effectively built individual development trajectory, teachers at our preschool institution are developing plans for individual pedagogical support for children with vision pathology. Close collaboration with an ophthalmologist and an orthoptist nurse allows us to solve problems such as:
1. Development of visual ideas about the objective world.
2. Development of sensorimotor skills.
3. Formation of ideas about the world around us.
4. Activation of visual functions (visual load): increased visual acuity.
5. Development of speed, completeness and accuracy of visual examination of objects and images.
We will introduce you to some activities used by teachers 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.
Using ophthalmic simulators to relieve visual fatigue and exercise vision, develop visual perception and spatial orientation.
Correction of the sense of touch and fine motor skills with the help of games: “Arrange by color and shape”, “Assemble a pattern”.
Using exercises such as superimposing one image on another, tasks on stringing beads, tracing contour images through tracing paper, and laying out mosaics.
Exercises are included to develop visual perception (to highlight the shape, color, size and spatial position of objects). For example, “Find the same object”, “Pick up identical objects”, “What is closer and further from you”, “Make a whole from parts”, etc.
Development of oculomotor functions through games such as “Roll the ball into the goal”, “Hit the target”, etc.
More attention is paid to the development of memory and attention.
The development of pupils' sensitivity to environmental sounds is necessary for the development of auditory attention.
Individual work to develop skills - technical and artistic, in drawing.
Introducing the child into various types of children's activities: play, learning, work and dosing content in accordance with his cognitive capabilities.
Educational material is offered in accordance with the level of cognitive abilities and performance, based on the “zone of proximal development” and the prospect of social adaptation.
As you become tired in the process of organized learning activities, rest is given until the lesson is stopped.
The child is offered boxes with natural materials, tactile boards, containers, bags, which is necessary for active stimulation and development of tactile and tactile-kinesthetic functions.
There is a logical connection between individual and differentiated work aimed at adapting the child to the surrounding reality and preparing for successful schooling.
Involving children in theatrical and musical activities.
Use of ophthalmological requirements when working with visibility.
With the help of these directions in the work of supporting children with vision pathology, positive dynamics are achieved in the child’s competence development, his potential capabilities, and preparation for stress-free learning in primary school.
Which are used for the development of hearing and speech in hearing-impaired children using high-quality hearing aids.
Psychological and pedagogical support for children early age with visual impairments
The role of the visual analyzer in the mental development of a child is great and unique. Violation of its activity causes significant difficulties in children in understanding the world around them, limits social contacts and opportunities for engaging in many types of activities. Persons with visual impairments develop specific characteristics of activity, communication and psychophysical development. These features are manifested in the lag, disruption and originality of the development of the motor sphere, spatial orientation, the formation of ideas and concepts, in the methods of practical activity, in the peculiarities of the emotional-volitional sphere, social communication, integration into society, adaptation to work. Visual impairment at an early age is very diverse in clinical forms, etiology, severity of the defect and the structure of impaired functions. Common forms of visual impairment include myopia, farsightedness, nearsightedness and farsightedness astigmatism. Violations of the visual system cause enormous damage to the formation of mental processes and the motor sphere of the child, his physical and mental development. A sharp decrease in vision negatively affects, first of all, the process of perception, which in children with visual impairment is characterized by greater slowness, narrowness of vision, and reduced accuracy. The visual ideas they form are less clear and bright than those of normally seeing people, and are sometimes distorted. Therefore, such children are characterized by difficulty in spatial orientation. When working visually, children with visual impairments quickly get tired, which can lead to further deterioration of vision. Visual fatigue causes a decrease in mental and physical performance. Children from an early age with visual impairments need special psychological and pedagogical support.
Determination of reaction to light,
Ophthalmoscopy.
Vision check at 3 months.
Conducted:
-external examination of the eye,Determination of gaze fixation and object tracking,
Skiascopy,
Ophthalmoscopy.
Vision check at 6 months An external examination, determination of the mobility of the eyeballs, skiascopy, and ophthalmoscopy are carried out.
Vision check at 1 year.
Held:
determination of visual acuity,ophthalmoscopy.
Examination of children from 3 years old
Visual acuity determined using Sivtsev’s tableElectrophysiological study of the organ of vision
Electroretinography (ERG))
Electrooculogram
Visual evoked cortical potentials (ZVKP) reflect the state of the visual cortex and optic nerve.
Psychological and pedagogical study of children 1-3 years of age
Examination of visual acuity using tables;
- Diagnostics of the perception of a child 1-3 years old:
-Color perception:
-Form
-Perception of the surrounding world
-Constructive praxis
-Construction by imitation (the technique is offered to children 2.5-3 years old)
-Spatial Gnosis
-Diagnostics of methods of activity
Tasks:
Activation of all types of perception by the child of the surrounding space - visual, auditory, tactile, spatial, smell, taste;
Enriching children's sensorimotor experience and improving sensorimotor coordination through the use of objects made from materials different textures, shape, color, size;
Organization of physical education activities, dynamic educational games, acting out plots reflecting a specific theme.
Kinds correctional developmental work:
Development of visual perception;
Development of social and everyday orientation;
Correction of speech disorders;
development of touch and fine motor skills;
Development of spatial orientation skills;
Enriching the social experience of children with intellectual disabilities.
Speech therapy correctional work is aimed at developing correct speech in children,
Psychocorrectional Job educational psychologist is aimed at mental and psychophysical processes, at the emotional-volitional sphere, at mitigating the adaptation period.
Special training and education are aimed at early correction and compensation of secondary deviations in the development of children,
Restoration of impaired visual functions in young children.
Implementation of targeted vision treatment and development of visual perception on correctional classes taking into account the recommendations of an ophthalmologist.
Recommendations of an ophthalmologist for the construction of a psychological and pedagogical process, which involves carrying out correctional and developmental work taking into account disorders of the visual analyzer.
At the beginning of treatment, the task of restoring visual acuity, correcting refractive errors, astigmatism, anisometropia, and treating squinting eye amblyopia is solved. At the next stage, the correct relationship between accommodation and convergence is formed using optical correction. Next comes therapeutic work aimed at treating amblyopia using methods of retinal stimulation with the subsequent restoration of simultaneous foveal vision, and, finally, the development of fusional reserves of binocular and stereoscopic vision. This sequence is explained by the functional relationship between the ocular functions, and ophthalmological care is detailed depending on the degree of damage to each of them and the general health of the child. Pleoptic treatment is aimed at improving visual acuity in the amblyopic eye. Treatment of concomitant strabismus is aimed at restoring the correct position of the eyes and developing binocular vision. Treatment of children with strabismus is complex.
Therapeutic and recreational activities are combined with psychological and pedagogical activities.
Creation of newsletters and stands where recommendations for preserving vision are posted.
Inform parents about the most modern and effective means treatment, prevention of visual impairment. For example, the effectiveness of medical rehabilitation of the blind and visually impaired in our country is associated with the development of microsurgical technology, with the improvement of technology for surgical treatment of pathologies of the organ of vision, with the development of effective medications.
Tips for organizing proper nutrition.
Individual support program for a child with visual impairments as part of an adapted educational program
Compiled by Abramova N.Yu. teacher-psychologist MCOU Bobrovskaya secondary school No. 2
according to the advanced training program forsupport specialists: special education teachers, educational psychologists, speech therapists, tutors, social educators, implemented as part of the training activities of the State Program “Accessible Environment”
Content
Introduction…………………………………………………………………………………..1
Chapter 1. Theoretical aspects of the problem of psychological and pedagogical support for a child with visual impairment…………………………………3
Chapter 2. Psychological and pedagogical support for people with visual impairment...11
Conclusion…………………………………………………………………………………14
List of references………………………………………………………..15
Introduction
Today in Russia, regional models of inclusive teaching practices are actively being formed. This means that children with special educational needs (children with disabilities, children with special needs) will be able to be included in the general educational process. Receiving education for children with special educational needs is one of the main and integral conditions for their successful socialization, ensuring full participation in the life of society, effective self-realization in various types professional and social activities.
Inclusive education is a new stage in the development of education in general; it is a progressive way of learning that has great prospects in modern society. Many rightly believe that inclusion is the best way of individualization in education, since each child is individual and requires a truly special approach. In conditions of inclusive education, a child with a disability feels equal among equals, and it is easier for him to enter ordinary life. In addition, joint education of children with developmental disabilities and children without such disabilities contributes to the formation of a tolerant attitude towards people with disabilities and members of their families. Inclusive approaches ensure equal opportunities and exclude discrimination against children with disabilities and developmental disabilities when receiving education.
The Federal Law on Education in the Russian Federation proclaims the principle of access to quality education without discrimination by persons with disabilities, including on the basis of special pedagogical approaches, the most suitable languages, methods and means of communication for these persons, through
organizations of integrated and inclusive (joint) education
persons with disabilities.
Chapter 1. Theoretical aspects of the problem of psychological and pedagogical support for a child with visual impairment
An analysis of the causes of visual impairment shows that in 92% of cases, low vision and in 88% of cases of blindness are congenital. At the same time, among the causes of childhood blindness, there is a noticeable trend of increasing frequency of congenital anomalies of the development of the visual analyzer: in 1964 - 60.9% of such anomalies (data from M.I. Zemtsova, L.I. Solntseva); in 1979 - 75% (A.I. Kaplan); r 1991 - 91.3% (L. I. Kirillova); in 1992 - 92% (A.V. Khvatova). Congenital diseases and developmental abnormalities of the visual organs can be the result of external and internal damaging factors. Approximately 30% of them are of hereditary nature (congenital glaucoma, optic atrophy, myopia (FOOTNOTE: Myopia - myopia).
Blindness and profound visual impairment cause abnormalities in all types cognitive activity. The negative impact of visual impairment manifests itself even where, it would seem, this defect should not harm the child’s development. The amount of information the child receives decreases and its quality changes. In the field of sensory cognition, the reduction of visual sensations limits the possibilities of forming images of memory and imagination. From the point of view of qualitative features of the development of children with visual impairments, one should first of all point out the specificity of the formation of psychological systems, their structures and connections within the system. Qualitative changes occur in the system of relationships between analyzers, specific features arise in the process of forming images, concepts, speech, in the relationship between figurative and conceptual thinking, orientation in space, etc. Significant changes are taking place in physical development: the accuracy of movements is impaired, their intensity decreases.
Consequently, the child develops his own, very unique psychological system, which is qualitatively and structurally not similar to the system of a normally developing child.
Attention
Almost all qualities of attention, such as its activity, direction, breadth (volume, distribution), the ability to switch, intensity, or concentration, stability, are influenced by visual impairment, but are capable of high development, reaching and sometimes exceeding the level of development of these qualities in sighted people. Limited external impressions have a negative impact on the formation of attention qualities. The slowness of the perception process, carried out using the sense of touch or a disturbed visual analyzer, affects the rate of switching of attention and manifests itself in the incompleteness and fragmentation of images, in a decrease in the volume and stability of attention.
To successfully perform a particular type of activity, the development of the appropriate properties of attention is required. Thus, during educational activities, an important condition is the arbitrary organization of attention, concentration on the educational material when completing tasks, the ability not to be distracted, i.e. development of concentration and stability of attention.
At the same time, in such specific activities as spatial orientation, as well as in work activities, the condition for efficiency and effectiveness is the distribution of attention, the ability to switch it in accordance with the solution of specific practical problems. For the blind and visually impaired it is necessary to compensate for visual impairment
actively use information coming from all intact and damaged analyzers; concentration of attention on the analysis of information received from one of the types of reception does not create an adequate and complete image, which leads to a decrease in the accuracy of orientation and work activity.
The limited information received by partially sighted and visually impaired people determines the appearance of such a feature of their perception as schematism of the visual image. The integrity of the perception of the object is violated; the image of the object often lacks not only minor, but also certain details, which leads to fragmentation and inaccuracy of the reflection of the surrounding environment. Violation of integrity determines the difficulties of forming the structure of the image, the hierarchy of object features. For the normal functioning of visual perception of a fact, constancy, i.e. the ability to recognize an object regardless of its position, distance from the eyes, i.e. from the conditions of perception. For the visually impaired and partially, the zone of constant perception narrows depending on the degree of visual impairment.
Visual impairments inhibit the full development of cognitive activity of blind and visually impaired children, which is reflected in both the development and functioning of mnemonic processes. At the same time, technological progress and modern conditions learning, life and activities of the blind and visually impaired are subject to their memory (as well as to other higher mental processes) increasingly stringent requirements associated both with the speed of mnemonic processes and with their mobility and the strength of the connections formed.
With visual impairment, the rate of formation changes
temporary connections, which is reflected in an increase in the time required to consolidate connections and the number of reinforcements. In the work of L.P. Grigorieva, devoted to the study of the connection between visual perception and mnemonic processes in partially sighted schoolchildren, it is shown that in these children, along with a longer time for recognizing visual stimuli, there is also a decrease in the volume of operational, short-term memory, which changes depending on the change background, color of visual stimuli, and, what is very important, there is a direct dependence of mnemonic processes on the degree of formation of the properties of visual perception.
We can say that such profound visual impairments, blindness and low vision, influence the formation of the entire psychological system of a person, including personality. In typhlopsychological literature, a description emotional states and the feelings of the blind are presented mainly by observation or introspection (A. Krogius, F. Tsekh, K. Bürklen, etc.). A person’s emotions and feelings, being a reflection of his real relationships to objects and subjects that are significant to him, cannot help but change under the influence of visual impairments, in which the spheres of sensory cognition are narrowed, needs and interests change. Blind and visually impaired people have the same “nomenclature” of emotions and feelings as sighted people, and show the same emotions and feelings, although the degree and level of their development may be different from those of sighted people (A. G. Litvak, B. Gomulicki, K Pringle, N. Gibbs, D. Warren). A special place in the occurrence of severe emotional states is occupied by the understanding of one’s difference from normally seeing peers, which arises at the age of 4-5 years, who understood and experienced their defect in adolescence, awareness of limitations in choosing a profession, a partner for family life in adolescence. Finally,
a deep stressful state occurs with acquired blindness in adults. Persons who have recently lost their sight are also characterized by reduced self-esteem, a low level of aspirations and pronounced depressive components of behavior.
New mental formations are formed in activity; it creates a zone of proximal development of the child. Children with profound visual impairments are characterized by a slow development of various forms of activity. Children need specially targeted training in the elements of activity and, mainly, in its executive part, since the motor sphere of blind and visually impaired children is most closely connected with the defect and its influence on motor acts is greatest. In this regard, the active and developing role of leading activity extends over time. For example, in preschool age, the interchangeable forms of leading activity for the blind are object-based and play (L. I. Solntseva), and in primary school age - play and learning (D. M. Mallaev). At the age of up to three years, there is a significant lag in the mental development of children with visual impairments due to secondary disorders that arise, manifested in inaccurate ideas about the world around them, in the underdevelopment of objective activity, in slowly developing practical communication, in defects in orientation and mobility in space, in general development motor skills.
Formation of educational activities for the 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 intentionally acquire knowledge. At the initial stage, learning is a still unconscious process serving the needs of other species.
activities (game, productive activity), and their motivation is transferred to the acquisition of knowledge. Learning at the first stages does not have educational motivation. When a blind child begins to act out of interest in new forms mental activity and he develops an active attitude towards the objects of study, this indicates the emergence of elementary cognitive and educational motives. Children develop a special sensitivity to assessing the results of learning, a desire to correct their mistakes, and a desire to solve “difficult” problems. This indicates the formation of educational activity. But it still quite often takes place in the form of a game, albeit of a didactic nature.
L.S. Vygotsky considered the child’s acceptance of the adult’s demands as the main point that determines and characterizes learning activities. L. S. Vygotsky called the system of requirements for a child the teacher’s program. IN early childhood the child is not subjectively aware of this program, but gradually, towards the end of the preschool period, he begins to act according to the adult program, i.e. it also becomes his program. Thus, the demands put forward by the teacher become the child’s demands on himself.
The organizational and volitional side of educational activity is the most important in compensating for visual impairment. It is the blind person’s activity in cognition, the ability to achieve results, despite significant difficulties in the practical implementation of the activity, that ensure the success of its implementation.
Children with visual impairments have a complex subordination of motives, from the more general - to study well, to the specific - to complete the task. Readiness to carry out educational activities is manifested in
emotional-volitional effort, in the ability to subordinate one’s actions related to completing a task to the teacher’s requirements. There is no difference in this between the blind and the sighted. Differences arise in the implementation of the process of educational activity itself: it proceeds at a slower pace, especially in the first periods of its formation, since only on the basis of touch or on the basis of touch and residual vision is the automaticity of the movement of the touching hand, control over the course and effectiveness of the activity developed.
Purposefulness and the ability to regulate one’s behavior, associated with the ability to overcome obstacles and difficulties, characterize a person’s will. Will plays an important role in the self-determination of the personality of the blind and visually impaired and his position in society. These people have to overcome greater difficulties than sighted people in learning and acquiring the same volume and quality of professional knowledge. In typhlopsychology, there are two opposing views on the development of will in persons with visual impairments. In accordance with one view, blindness has a negative impact on the development of volitional qualities; adherents of another view argue that overcoming difficulties forms a strong, strong will.
The formation of volitional qualities of blind and visually impaired children begins from an early age under the influence of an adult educator. There are practically no experimental typhlopsychological studies of will. Only the formation of structural components of the will was studied, such as motivation in preschoolers and schoolchildren, the arbitrariness of operating with ideas, and the development of self-control.
The volitional qualities of a blind child develop in the process of activity,
characteristic of each age and corresponding to the potential, individual capabilities of the child. Motives of behavior formed adequately for his age and level of development will stimulate his activity.
The complication of motives contributes to the transition to increasingly complex and socially significant forms of activity in the children's team. Motivation plays a stimulating role in the formation of work skills.
[ 8, p. 67-85].
Chapter 2. Psychological and pedagogical support for people with visual impairments
Stages of drawing up an individual child development program
Purpose of the preliminary stage of work
– collection of information about the child.
Purpose of the diagnostic stage
: - study of the emotional and personal characteristics of the child, his status, zones of current and immediate development are determined.
The purpose of the correctional and developmental stage:
- improving the mental state of students, correcting the emotional-volitional and cognitive spheres, receiving assistance in socialization and career guidance, timely organization of therapeutic and recreational activities.
Purpose of the final stage
– analysis of the results of the effectiveness of psychological, pedagogical and medical-social support for students in a boarding school, child adaptation, correctional and developmental work, etc.
Work dynamics
1. Identifying the child’s current problems.
2. Development of ways of support and correction.
3. Drawing up an individual support program (adaptation, prevention, etc.).
4. Implementation of the planned program.
Drawing up an individual development program (psychological-pedagogical and medical-social support, adaptation, preventive or correctional-developmental) will help a speech therapist, educational psychologist, social educator and the teacher effectively implement the program content.
Golikov Alexey born in 2008
The level of development of the cognitive sphere is average. Slow pace of learning activities. The level of voluntary attention is low.
The purpose of psychological support
involves correction and psychoprophylaxis of the child’s personal (emotional, cognitive, behavioral) sphere.
Tasks:
acquiring communication skills:
development of spatial orientation;
development of independence;
form an adequate idea of yourself, your abilities and capabilities;
improve your social status;
develop the need for communication and interaction with adults and peers;
development of school motivation and the ability to stay within school rules.
Forms of work:
Fairy tale therapy , where psychological, therapeutic, developmental work is used. The story can be told by an adult, and it can be a group story, where the storytellers can be a group of children.
Play therapy - classes can be organized unnoticed by the child, through the inclusion of a psychologist-educator in the process of play activity. Play is the most natural form of a child’s life. In the process of play, the child’s active interaction with the world around him is formed, his intellectual, emotional-volitional, and moral qualities are developed, and his personality as a whole is formed. Role-playing games help correct the child’s self-esteem and form positive relationships with peers and adults. The main goal of dramatization games is also to correct the child’s emotional sphere.
Relaxation – depending on the child’s condition, calm classical music, sounds of nature, observation of animals, and use of a dry pool are used.
Sand therapy – classes are conducted using a sand and water center.
Psycho-gymnastics - includes rhythm, pantomime, games to relieve tension, development of the emotional and personal sphere. Games “My Mood”, “Happy - Sad”, etc.
Art therapy is a form of work based on fine arts and other forms of work with the child. The main goal is to develop the child's self-expression and self-knowledge. Children's drawings not only reflect the level of mental development and individual personal characteristics, but are also a kind of projection of personality. Doodles represent the initial stage of a child’s drawing and show both the age-related dynamics of the development of the drawing and individual personality characteristics
Folklore. Modern researchers of folklore emphasize the deep socio-pedagogical potential.
Conclusion
When creating a special educational environment in an inclusive educational organization For any category of persons with disabilities, both developmental deficiencies common to all people with special educational needs and features characteristic only of children with visual impairments are taken into account.
Working with a visually impaired child should include not only individual work, but also group work. A child included in a team receives an incentive for further work. In addition, the child learns to communicate, sympathize with others, and provide support. Thus, his status increases, the child begins to believe in himself.
Bibliography
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