Ministry of Education and Science of the Russian Federation
State budgetary educational institution
higher vocational education Moscow cities
"MOSCOW CITY PEDAGOGICAL UNIVERSITY"
Kalyaeva Elena Nikolaevna
(MOU "Pavlovsk Secondary School", Istrinsky district, Moscow region)
GRADUATE QUALIFYING WORK
Individual support program for a child with visual impairments of primary school age in secondary school
according to the advanced training program for managers and specialists of PMPK, implemented as part of training events
State program "Accessible Environment"
Introduction:
Vision is the most powerful source of information about 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 between five main visual functions. Research by specialists shows that developmental delays caused by visual impairment can be overcome under appropriate conditions of training and education. However, this process takes a long time, requires great effort and knowledge of the specific deviations and preserved capabilities of children.
The category of visually impaired students is heterogeneous in composition, including: individual visual capabilities, level of compensatory capabilities, characteristics of psychophysical development, determined by the characteristics of the intellectual sphere.
typological, characteristic of the entire category of visually impaired;
specific, characteristic separate groups visually impaired students
The determination of an option for a visually impaired student is carried out in accordance with the recommendations of the PMPC, taking into account the wishes of the parents (legal representatives). If persistent difficulties arise during training, a visually impaired student is sent for a comprehensive psychological, medical, and pedagogical examination in order to develop recommendations for his further training. Procedure for implementing the transition of the visually impaired
The results of visually impaired students mastering individual work are:
Possession of effective compensatory methods of cognitive, practical, communicative activity, providing visually impaired students with the ability to organize educational activities, educational cooperation, orientation in the educational environment of the organization;
Increasing capabilities in spatial orientation, including: developing skills in orientation in microspace and improving skills in orientation in macrospace; the ability to use all intact analyzers in orientation activities, use optical correction tools and typhotechnical means; free and successful use of mastered indicative skills and abilities in new (non-standard) situations; the ability to adequately assess one’s visual capabilities and take them into account in spatial orientation; the ability to request help appropriately to the situation, to seek help in case of sudden difficulties.
Development of the interpersonal coordinate system “visually impaired - sighted peer”, “visually impaired - sighted adult”, including: developing cooperation skills with normally sighted adults and peers in different social situations; mastery of verbal and nonverbal means of communication (perception, understanding, production, use); increased desire to expand contacts with peers; developing the ability to use in the process of interpersonal
communications all safe analyzers; developing skills to express one’s thoughts, observations, and conclusions in an understandable form; readiness for complicity, empathy, emotional responsiveness; development of self-control and self-regulation in the process of communication.
Increasing differentiation and understanding of the picture of the world, including: enriching the sensory experience of cognition and activity; expansion of subject (specific and generalized), spatial, social concepts; mastering compensatory methods of activity; expanding the range of subject-specific and practical skills (including social and everyday ones); readiness to build a holistic and differentiated picture of what is happening; mastering the ability to comprehend the picture of the world; availability of knowledge about typhlotechnical means that expand cognitive capabilities in conditions of low vision; developing the skills to use optical, typhotechnical and technical means in educational activities and everyday life; increasing cognitive and social activity; increasing independence in school and everyday life.
Increasing differentiation and understanding of one’s age-appropriate social environment, accepted values and social roles, including: developing interest in representatives of one’s immediate environment; expansion of ideas (age-appropriate) about various representatives of the wider society; developing attention to the condition, mood, well-being of others; development of differentiation of one’s own emotional manifestations and development of understanding of the manifestations of others; expanding ideas about the rules, norms, and values accepted in society; enriching and expanding the student’s social experience.
The results of visually impaired students mastering the Corrective Work Program are manifested in the following achievements:
uses intact analyzers and compensatory methods of activity in the educational and cognitive process and everyday life;
formed orientation skills in microspace and mastered orientation skills in macrospace OO;
has adequate (in accordance with age) subject (specific and generalized), spatial, social concepts;
shows cognitive interest, cognitive activity;
has ideas (appropriate for age) about modern typhotechnical, optical and technical means that facilitate cognitive and educational activities, and actively uses them
shows a desire for independence and independence from others (in everyday matters);
knows how to adequately use verbal and non-verbal means of communication;
capable of displaying social activity;
capable of complicity, empathy, emotional responsiveness;
able to show persistence in achieving goals;
demonstrates self-control and self-regulation (in accordance with age);
knows and takes into account existing contraindications and restrictions in educational activities and everyday life.
Main part:
Purpose of the program
Individual support program for a child with visual impairments in accordance with the Standard aimed at:
providing assistance to children with visual impairments in mastering the basic educational program general education; overcoming students' difficulties in learning activities;
mastering the skills of students’ adaptation to society;
organizing the work of teachers and specialists of educational institutions in the direction of creating optimal psychological and pedagogical conditions to ensure deficiencies in the physical and (or) mental development of children with disabilities; (visual impairment)
developing the potential of students with disabilities.
Children with disabilities may have physical and (or) mental development disorders of different nature and severity, ranging from temporary and easily remediable difficulties to permanent deviations that require an individual education program adapted to their capabilities or the use of special educational programs - creating conditions , facilitating the development of children with disabilities in the basic educational program of primary general education and their integration in an educational institution.
Program objectives:
Identification and satisfaction of the special educational needs of students with disabilities when they master the basic educational program of basic general education;
Determination of features of the organization of the educational process and conditions of integration for the category of children under consideration in accordance with individual characteristics each child, the structure of the developmental disorder and the degree of severity (in accordance with the recommendations of the psychological, medical and pedagogical commission);
Providing individually oriented social, psychological, pedagogical and medical assistance to students with disabilities, taking into account the characteristics of mental and (or) physical development, individual capabilities of children (in accordance with the recommendations of the psychological, medical and pedagogical commission);
Development and implementation of individual programs, curricula, organization of individual and (or) group classes for children with severe disabilities in physical and (or) mental development, accompanied by the support of a tutor from an educational institution;
Providing opportunities for education and training in additional educational programs of socio-pedagogical and other directions, receiving additional educational correctional services;
Formation of mature personal attitudes that contribute to optimal adaptation in real life conditions life situation;
Expansion of the individual’s adaptive capabilities, which determine readiness to solve accessible problems in various spheres of life;
Development of communicative competence, forms and skills of constructive personal communication in a peer group;
Implementation integrated system activities for social adaptation and vocational guidance for students with disabilities;
Providing advisory and methodological assistance to parents (legal representatives) of children with disabilities on medical, social, legal and other issues.
- Continuity. The principle ensures the creation of a unified educational space during the transition from primary general education to basic general education, contributes to the achievement of personal, meta-subject, subject results in mastering the basic educational program of basic general education, necessary for students with disabilities to continue their education. The principle ensures the connection of the program of individual support of work with other sections of the program of basic general education: the program for the development of universal educational activities for students at the level of basic general education, the program of professional guidance for students at the level of basic general education, the program for the formation and development of ICT competence of students, the program of social activities students.
- Respect for the interests of the child . The principle defines the position of a specialist who is called upon to solve a child’s problem with maximum benefit and in the interests of the child.
- Systematicity . The principle ensures the unity of diagnosis, individual support of a child with visual impairment and development, i.e. a systematic approach to the analysis of developmental characteristics and correction of disorders in children with disabilities, as well as a comprehensive multi-level approach of specialists in various fields, interaction and coordination of their actions in solving child's problems.
- Continuity . The principle guarantees the child and his parents (legal representatives) continuity of assistance until complete solution problem or determining an approach to solving it.
- Variability . The principle involves the creation of variable conditions for the education of children with various disabilities accompanied by a child with visual impairment.
It is known that starting school is a turning point in the life of any child. At this time, his lifestyle and type of activity changes dramatically. For first-graders with visual impairments, the new role of a student often becomes a source of even greater physical and emotional stress. On top of the general difficulties of the transition from preschool childhood to schooling are problems caused by visual defects. In children with visual impairments, visual perception occurs in an impoverished visual environment; they experience serious difficulties in determining color and hue, brightness, contrast, as well as the shape, size and spatial arrangement of objects. It is difficult for children to distinguish between several objects and to identify them at the same time. Deficiencies in visual perception negatively affect the development of mental operations (analysis, synthesis, comparison, generalization, etc.) of younger schoolchildren, which significantly complicates educational and cognitive activity. Difficulties are associated both with the pace of academic work and with the quality of completion of educational tasks. All this inevitably leads to low performance, and the situation of failure often develops into negative emotional states, which reduces the positive motivation for educational activities and can cause the formation negative qualities children's personalities.
The “I See the World” program is an additional program that provides individual support for children of primary school age with vision pathologies. It can be implemented by a speech pathologist, psychologist or teacher who are specially trained to work with children in an equipped sensory room.
The program uses methods of group and individual correctional work to develop visual perception in children with visual impairments. The work can be carried out with children in both correctional and general education classes of primary schools.
Individual support program for a child with visual impairments– correction and development of visual perception in primary schoolchildren using sensory room equipment.
Program objectives:
develop and improve the objectivity of children’s perception by clarifying their visual object representations;
teach children to recognize objects offered for perception in different versions, to highlight signs of object recognition;
improve methods of visual inspection of objects;
through the development of spatial concepts, develop in children the perception of the depth of space and the ability to navigate in it;
improve hand-eye coordination of children with visual impairments.
Main stages of work organization:
studying the medical history of each child in the class;
filling out a child development chart.
identifying the level of development of visual perception of each student in the class;
obtaining objective data on the state of visual perception and visual functions, which are subject to further correctional and developmental influence.
carrying out correctional and developmental work using special psychological and pedagogical tools and equipment for correctional classes on the development and correction of visual perception through individual and group work;
dynamic observation of students by specialists in psychological and pedagogical support.
tracking the dynamics of development of visual perception of schoolchildren.
Preliminary stage:
Diagnostic stage:
Corrective and developmental stage:
The final stage:
The “I See the World” program 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 children.
Approximate structure of the lesson:
-
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 sensory room equipment.
Organizational part. Games and exercises that help relieve psycho-emotional stress and develop communication skills.
Final part. Summarizing.
Expected result. Ensuring maximum development and automation of all visual functions of children with visual pathology.
Example of a lesson
Goals:
Development of color perception in children (search, detection, identification of objects by color; highlighting color in the surrounding world, fixation by saturation).
Development of visual memory and visual attention in children.
Training, the ability to recognize your emotional state.
Sensory room equipment:
Two bubble columns (7 colors),
Fishes in columns (10).
Carpet "Milky Way"
In addition, the lesson will require colored cards, pictogram cards depicting different emotions.
Greetings. Familiarity with the rules of work.
Corrective exercises.
Emotional mood for classes.
The final stage. Farewell ritual.
1. Preparation for effective perception.
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 cooperation with an ophthalmologist and an orthoptist nurse allows us to solve problems such as:
1. Development of visual ideas about the objective world.
2. Development of sensorimotor skills.
3. Formation of ideas about the world around us.
4. Activation of visual functions (visual load): increased visual acuity.
5. Development of speed, completeness and accuracy of visual examination of objects and images.
Organization of medical care
Health preservation is one of the objectives of educational
process, therefore medical support for schoolchildren with violations
19 areas of vision are prerequisite creating special
educational conditions. The main direction of medical
implementation is the prevention of diseases of the organ of vision. By
this direction needs to be provided with medical support
education not only for children with visual impairments, but also for all school students.
Preventive measures at school include: control
vision conditions in school medical offices and referral
for treatment by ophthalmologists in district clinics; spend
tion pedagogical councils, parent meetings, consultations,
cool hours and socially significant actions on the issue of preserving
educational process, carrying out special preventive measures
practices (if possible, limiting eye strain and length
visual load, constant change of one type of activity
ties to others; performing special exercises for the eyes in class;
conversations with parents about the children’s rest and activities at home).
Information and educational environment of an educational institution
research must include a set of technological means
(computers, databases, communication channels, software
products designed to meet specific educational needs
children with disabilities). The necessary information must be provided on
school website.
For children with visual impairments in the information environment of the institution
there must be accompanying sound cues
visually impaired in the building (at the beginning and end of the corridor, this designation
woman); translators for transmission necessary information.
Logistics support
The creation of special educational conditions at school begins
starting with the organization of the material and technical base, including architecture
tourist environment (extracurricular and educational space) and special facilities
ore mining
Architectural environment
When a visually impaired child comes to school, the first
the difficulty he will face is the difficulty of orientation in
space. Therefore, for a comfortable stay at school, he needs
help with exactly this.
School entrance
The extreme steps of the stairs at the entrance to the school for orientation
A child with impaired vision must be painted in contrasting colors
colors. Railings are definitely needed. There should be railings on both sides
to the ends of the stairs at a height of 70 and 90 cm, for children of primary school -
50 cm. The most convenient railings are round sections with a diameter of at least 3-
5 cm. The length of the railing should be 30 cm longer than the length of the stairs each
on the other hand.
It is also better to make the door in a bright contrasting color. If the doors
glass, then the opening parts must be marked on them with bright paint.
Inner space schools
Along the corridors, handrails can be installed around the entire perimeter to
a person who sees poorly could, holding on to them, navigate
when moving around the school. Another way to make it easier to navigate
tions of a visually impaired person within a school can be varied
relief floor covering - when you change direction, the rail also changes
ef gender. This could be floor tiles or just carpets
ki. The outer steps inside the school, as well as at the entrance, need to be painted
in bright contrasting colors and equipped with railings.
Another solution to the problem of moving up the stairs is
a sighted or blind child may have tactile cues
ry for stairs and corridors (designation by touch). Preferably
so that signs in classrooms are written in large
in a font of contrasting colors or there were signs with the inscription
in Braille.
You can use sound cues to accompany the sound
the seer in the building (at the beginning and end of the corridor, floor designation).
School locker room
In locker rooms, students with low vision should have a designated area
side of the aisles and equip it with handrails, benches, shelves and
hooks for bags and clothes, etc. It is advisable that this area
only used by the same people. Need several times
take the child to this place so that he remembers it.
School canteen
In the dining room, a child with visual impairments should have his own
a standing place that only he will use. Also wished
It is important that this place is located in close proximity to the
feta counter in the dining room, but at the same time it is undesirable for children with disabilities
be seated in the dining room separately from other classmates. Preferably
also, so that children with low vision are helped in the canteen by workers
ki or duty officers.
Classrooms
Here it is also important to take into account that students with visual impairments need
It is necessary to create conditions for orientation in space. For creating
accessible and comfortable classroom environment, equipment is recommended
create for them single student places allocated from the general
area of the room with a relief texture or carpeting
floor surface.
It is necessary to pay attention to the lighting of the desktop, for which
a child with poor eyesight is sitting in the middle, and remember that what is written on
ske needs to be voiced so that he can receive information. Desk re
A child with low vision should be in the front row of the teacher
body table and next to the window.
When a lecture form of classes is used, a student with limited
visually impaired or blind people should be allowed to use a voice recorder
nom is his way of taking notes. It is advisable that benefits
which are used in different lessons, were not only visual, but
and embossed so that a blind student can touch them.
Lighting
According to hygienic requirements, in educational premises
at a distance of 1 m from the wall opposite the light openings,
the natural light factor KEO should be 1.5%.
For classrooms in schools for visually impaired and blind children, the coefficient
The percentage must be at least 2.5%. Natural coefficient
22illuminance KEO is the ratio of illuminance
indoors to illumination at the same moment outdoors
For classrooms, this luminous coefficient should be
set 1:5, for other rooms - 1:8. (Luminous coefficient
Rent is the ratio of the glazed area of windows to the area
floor.) In order for the illumination of the classrooms to be sufficient, their depth
should not exceed the distance from the top edge of the window to the floor
more than 2 times. The bottom edge of the windows should be at
desk level; The width and thickness of window frames and sashes should be
reduce as much as possible. Natural light should be
ranging from 800 to 1200 lux; Uniformity of lighting is desirable
tion, absence of sharp shadows and shine on the working surface. For
light light curtains or blinds. On cloudy days, early
morning and evening hours to ensure optimal lighting
It is necessary to turn on artificial lighting in the workplace
It is necessary to pay special attention to the condition of window glass, so
how their cleanliness affects the illumination of the room. Unwashed glass
absorb 20% of light rays. Towards the end of winter, when there is a build-up on the windows
Especially a lot of dust and dirt pours out, this number reaches 50%.
To remove obstacles to children entering the premises
daylight educational institutions must contain
keep window panes clean. Regularly (once a week in nurseries and children
in kindergartens and once a month in schools) you need to wash or wipe the glass
wet method from the inside and at least 2 times a year - sleep
shoot. For effective use daylight and evenly
educational room lighting should not be placed on window sills
flowers, visual aids, large aquariums, etc. Indoor colors
you and various plants should be placed in the spaces between the windows
in portable flower boxes 65-70 cm high from the floor or placed in
corridorsrecreations.
Desks in classrooms should be positioned so that the windows are
to their left, and the shadow of the writing hand did not fall on the paper if the child
right-handed Windows should not be located behind desks (due to possible
the formation of a shadow from the head and body on the working surface), as well as
in front of the desks (so that bright sunlight does not blind your eyes).
Adjustable sun shading devices are installed on the windows
blinds (blinds, fabric curtains, etc.) to eliminate glare
from direct sunlight. It is not allowed to use curtains made of
polyvinyl chloride film. For decorative purposes it is recommended
place curtains along the edges of the window opening so that
23they only went 10-15 cm beyond its edges. There should be curtains
light and match the color of the walls and furniture.
Trees should not be allowed to darken windows. Planting trees is necessary
walk no closer than 15 m, and bushes no closer than 5 m from the building
Natural light in the classroom depends on the degree of reflection
daylight from the ceiling, walls, furniture and other surfaces. Poeto
mu reflective surfaces must be painted bright hues,
giving a fairly high (40-80%) reflection coefficient. For
painting the ceiling, window openings and frames must be used without
light color, for classroom walls - light tones of yellow, beige
blue, pink, green, blue.
School furniture is painted in the colors of natural wood or
light green color. Light coloring has a positive psychoactive effect
logical action. Exercising in a bright room improves vitality
student tone and performance. Also necessary requirement
importance is the use finishing materials and colors, with
creating a matte surface to avoid shine.
The use of daylight should be maximum. One
However, even if all the above conditions of one EU are met
Test lighting in classrooms is sometimes insufficient, and
there is a need for additional lighting. Needed
remember that lighting for children with visual impairments should be
not only sufficient in quantitative terms, but also highly
honest. Artificial lighting is provided artificially
nal light sources: electric incandescent lamps or
gas-discharge lamps (for example, fluorescent). It poses
will create constant levels of illumination in the workplace and
easy to adjust. At the same time, artificial lighting has
a number of disadvantages: blinding brightness of lamps, specific spectrum of light
flow, often distorting the color of surrounding objects,
Light pulsation when in use gas discharge lamps, A
also the general monotony of lighting. In the classrooms
predominantly fluorescent lighting with
using lamps such as LB, LHB, LETs. This creates
more efficient conditions for color perception, which is especially
important for visually impaired children, as the ability to distinguish colors
theirs is reduced.
The use of incandescent lamps is allowed; provided
chalkboard lighting. Mirror lights are placed by you
0.3 m higher than the top edge of the board and 0.6 m towards the classroom in front of the board
coy. In classrooms and laboratories, the level of illumination should be
be at least 500 lux.
24Indicators of illumination of the workplace (Krivoruchko T.V., Loni
on V.A., Blinova E.I. et al., 2003): 100-250 lux for albinism, patholo
lens damage, congenital cataracts and corneal dystrophy; 250-
700 lux for glaucoma, coloboma of the iris and choroid, pigment degas
neration, juvenile macular degeneration of the retina, myopic
degeneration, optic nerve atrophy, refractive error, chorio
retinitis and its consequences.
Normal visual comfort depends on the following indicators:
(Grigorieva L.P., 1985): general illumination, which determines
there is no adaptation level of the eyes; visible field brightness; locate
position of the light source in relation to the direction of vision; limit
the glare effect of the source; eliminating shadows; degrees
bringing the emission spectrum closer to the spectrum of daylight. Con
control of lighting conditions is carried out by calculation or change
measuring illumination using luxmeters, brightness meters or
diometers.
When working with TVs or computers, the following traces are unacceptable.
current conditions:
Watching TV in complete darkness;
Changes in illumination on the screen, flickering, turning off and
turning on general lighting when showing films and
positives;
Displaying filmstrips on the wall, since this largely
the degree to which the brightness is reduced and the color of the images is distorted;
Long-term fixation of gaze on the TV screen (necessary
change the direction of your gaze from time to time - this gives your eyes
Due to a significant decrease in vision, low vision tests
there are great difficulties when using mass-produced on-screen tools
biami. They perceive cinema insufficiently fully and accurately, and in some
in some cases it is distorted.
Special equipment
For the blind: an individual cane for moving around the building;
Equipment in the gym that has a tactile surface
For the visually impaired: visual cues on sports equipment
Study desks adjustable to the child's height and tilt
For the visually impaired: pointers with a bright tip;
Various magnifying devices (table and magnifying glasses
heavy use);
25 - additional lighting at the child’s workplace (desk) and up to
additional board lighting;
A room for psychological relief, equipped with soft
modules and carpet.
Hygienic requirements for educational equipment
Educational visual aids should be selected in such a way that
to satisfy both medical and ophthalmological
pedagogical requirements.
In educational work it is necessary to take into account visual
children's capabilities: increasing the font, changing color range,
correlation of work in different planes, reducing volume and time
nor completing written work.
write notebooks and copybooks with a wide line and additional lines
coy. Wide spaces should be left between lines. Not reko
It is recommended to write on thin and/or glossy paper.
The optimal distance between the eyes and visual objects
work for children of primary school age with myopia and glaucoma
is 24 cm, for older schoolchildren - from 30 to 35 cm. For acute
those of 0.06-0.2 this distance is reduced to 17-25 cm, with acute
those vision 0.01-0.05 to 3-12 cm.
Visually impaired schoolchildren, bending over when reading and writing, then
take away the working surface, while reducing the illumination of the page
Xia. So, if when reading a text at a distance of 33 cm from the eyes there is light
The intensity on a book page is 650 lux (minimum permissible
level), then at a distance of 10 cm - only 150 lux. Enlarge illuminated
ness in the workplace is possible using local lighting with
I use incandescent lamps.
For visually impaired children, the degree of uniformity of lighting is important.
working surface. Not acceptable a big difference in brightness
between the working surface and the surrounding space. This
leads to increased fatigue and decreased visual performance
abilities. For this category of children should be used
tutorials with larger letters for less stress
eyes when working. The material must be clear, precise, bright and
colorful, without excessive detail. Image Contrast
V textbooks and optoelectronic devices must find
should be within 60-100%, and the saturation of color tones should
be 0.8-1.0.
It is preferable to use black images on white
or yellow background and vice versa. Children with myopia and strabismus are smaller
pay attention to the color, and more to the shape of the object. For up to
26 schoolchildren and schoolchildren with color vision impairment need
dimo strictly think through color combinations while simultaneously
presentation. It is acceptable to write in green, black and
Red.
With nystagmus and strabismus, it is very difficult for a child to switch
mania from one object to another, from one plane to another, definition
visual aids with a small number of elements.
27IV. Organizational and pedagogical support
Preventative visual regimen for a class in which
there are children with visual impairments (necessary prevention for
all children)
Considering the need for constant ophthalmic hygiene
Know the ophthalmological characteristics of each child;
sewing points), and monitor their implementation;
If there is a suspicion of deterioration in the student’s vision,
refer him to the school ophthalmologist;
Monitor the correct posture of children when learning to read and write;
Know children who have limitations in physical education and
labor training, and monitor their compliance;
Take care to prevent visual fatigue in the classroom;
Conduct physical education breaks in lessons according to the agreed upon method
with an ophthalmologist and a physical education teacher.
Limiting visual strain and increasing physical and
auditory load.
During labor lessons, the duration of visual load is reduced
(sewing, drawing, modeling).
During the lesson, physical education for the eyes is organized (special
exercises for 30-60 seconds), which is a preventive measure for the viewer
violations for all students in the class.
It is necessary to periodically transfer students, changing rows.
Take breaks when reading for 10-15 minutes every 30-
45 minutes. Limit TV viewing to 30 minutes.
Conduct conversations with parents about children’s rest and activity schedules
For primary school: for a child with visual impairments, increase
increase the number of lessons per day gradually. Do not do it several times a week
4, but 3 and even 2 lessons a day. This must be accompanied by
changing one type of activity to another.
During the lesson, the teacher needs to monitor the students’ posture.
Incorrect posture creates unfavorable conditions for function
onation of many organs and systems, including the organ of vision.
A child with poor posture loses dynamism and elasticity.
musculoskeletal system of the shoulder girdle, and the child is
while working at close range, bows his head low, which in
28in turn leads to a spastic state of accommodative
eye muscles.
The teacher must strictly follow the indications and contraindications.
passion for sports. Limit sporting competitions, raise
weight loss (you can prescribe sports such as swimming without
jumping, rowing, jogging, tennis, etc.).
For myopia high degree and especially with complications on
fundus, glaucoma, lens subluxation and other contraindications
We are all sports associated with sudden movement of the body and possible
the severity of his concussion, heavy lifting, great physical exertion
yarn
Features of placing children with visual impairments in the classroom
Children with strabismus without amblyopia should sit in the middle row
on any desk, for children with strabismus and amblyopia - in the middle row on
first desks (the lower the visual acuity, the closer to the board). However
it is necessary to take into account the type of strabismus. With convergent strabismus
the student needs to sit as far from the board as possible
visual acuity; with divergent strabismus - on the contrary, how can
closer to the board, despite visual acuity. Children suffering from photophobia
ulcers (with albinism, etc.), should sit as far as possible from wasps
painted windows; you can shade their place with a screen. For cataracts
Children work more successfully away from light. Children suffering from glaucoma
(in the absence of photophobia), on the contrary, they should sit as much as possible
close to lighted windows.
Dark brown and dark colors are installed in classrooms.
green matte boards to avoid glare and sharp contrast
between the surface of the board and the adjacent light surface
Lesson organization
To prevent visual fatigue, it is necessary to strictly regulate
visual work is performed. Duration of continuous vision
There should not be any special work for the visually impaired in the primary grades of schools.
to exceed 10 minutes, and for some children with difficult eye conditions
tology should be less than 10 minutes. For visually impaired schoolchildren
elementary grades, the highest performance is observed in
the second lesson, for high school students - in the second and third lessons. Rabo
The ability varies over the course of a week. Highest performance
the ability is observed on Tuesdays, whereas starting from Thursday it
decreases and reaches a minimum on Saturday.
When conducting correctional classes, you need to take into account the functions
Onal mobility of the retina: increasing its color sensitivity
29 in the daytime (from 13 to 15 hours) and photosensitivity - in the morning
gog when compiling a schedule of classes, distributing software
material, planning and writing notes. For warning
fatigue when demonstrating films, filmstrips, slides
Secondly, when watching educational television programs, it is necessary to provide educational
nicks of visual-nervous comfort.
Duration of continuous use in various lessons
technical teaching aids (films, slides, cinema
films, etc.) is also regulated by hygiene standards.
So, depending on the age and nature of the visual impairment
The recommended viewing duration is from 7 to 30 minutes (1-
2nd grade: 7-10 minutes, 3-4th grade: 10-15 minutes, 5-11th grade: 15-
indoors against the light, against the background of a window. I recommend it to the teacher in clothes
Can't be used bright colors, which are better perceived by children
com with visual impairments.
Due to the fact that the pace of work of children with visual impairments is slower
line, they should be given more time to complete tasks (especially
especially written ones). Some visual impairments make it difficult for you
the skill of beautiful writing is lacking, so the requirements should be lowered
to the child's handwriting. The school teacher-psychologist is recommended for
classes with such a child aimed at developing writing skills and
stencil drawing, shading skills, orientation in micro
space (on a sheet of paper), development of visual perception, internal
ideas for relieving visual fatigue (visual gymnastics),
inclusion of dynamic pauses in the educational process, which
They are a kind of rest for the eyes.
The teacher should speak more slowly, pose questions clearly, concisely,
specifically, so that children can understand them and think about the content. Next
It’s good not to rush them with an answer, but rather, give them 1-2 minutes to think about it
When conducting classes with children with visual impairments,
it is necessary to create conditions for better visual perception
object, distinguishing its color, shape, placement against the background of other objects
projects, remoteness.
The material must be large, clearly visible by color, outline
ru, silhouette; it must correspond to natural sizes, i.e.
the tire must be smaller house, a tomato is smaller than a head of cabbage
30You need to place objects on the board so that they do not merge into
a single line, a spot, but stood out well separately.
classes, since children with visual impairments require longer,
than normally sighted children, time for visual perception, os
thinking about the problem, reconsidering.
all work at the same time, and show them taking into account the age of the children: de
junior preschoolers - 2-3 objects, senior preschoolers
Nogo - 4-5 objects, junior school 6-7 objects.
On individual lessons children are taught to name consistently
pictures, lay them out in a row from left to right, moving to the bottom
row, return your gaze to the first picture on the left.
Since in children with visual impairments the placenta predominates
tive method of visual perception, then the time for exposure to
of the applied material increases at least twice (compared to
with the norm).
When presenting material related to his tactile examination
tion, the time also increases by 2-3 times compared to
completing a vision-based task.
It is necessary to give a child with visual impairments, possibly
ability to approach the chalkboard and look at what is presented on
her material.
Directions of correctional developmental classes
Protection and development of residual vision and visual development
perception
Under natural living conditions, a child with normal vision
it is exposed to influences systematically and repeatedly
required visual stimulation. There is a significant decrease in vision
significantly limits natural stimulation, as a result of which the child
nok cannot acquire the same sensory-perceptual experience as
normal seeing. Children with low vision are in poor
visual environment, in which the genetic prerequisites for development
perceptions lose their power. Corrective work on visual development
physical perception at this age contributes to significant
improving the sensory basis of cognitive development.
Corrective developmental classes are represented by the following disciplines:
lines, such as: social and everyday orientation, speech therapy, exercise therapy, rit
mica, protection and development of vision and visual perception, development
touch and fine motor skills, development of facial expressions and pantomime,
31metnopractical activities. These items, together with general
educational courses should provide:
Stimulation of sensory-perceptual activity (development of all
forms of perception);
Development of hand motor skills and methods of examination and production
real objects, their images and models;
Development of social skills;
Development of facial expressions and pantomime for blind and visually impaired students
Activation of social needs and development of self-skills
worthwhile work;
Development cognitive activity and cognitive interests;
Formation of the emotional-volitional sphere and positive qualities
personal honor.
Visual impairment is a category of psychophysical disorders manifested in limited visual perception or its absence, which affects the entire process of personality formation and development. Persons with visual impairments develop specific characteristics of activity, communication and psychophysical development. They are manifested in the lag, disturbance and originality of the development of motor activity, spatial orientation, the formation of ideas and concepts, in the methods of subject-practical activity, in the peculiarities of the emotional-volitional sphere, social communication, integration into society, adaptation to work.
Typhlopedagogy deals with the peculiarities of teaching and raising children with visual impairments.
Education of blind and visually impaired children is carried out in special schools for children with visual impairments. However, for a number of reasons, some parents do not have the opportunity to send their child to such an educational institution, and therefore the child attends a general education school.
A teacher teaching a child with visual impairments needs to know some specific features of correctional work with such children. This will allow him to most effectively organize the process of training and education, create conditions for the formation and comprehensive development his personality.
The workplace of a child with a visual impairment must be properly and sufficiently well lit. Such a child must be seated in the first (near the window) or second (middle) row. In addition, it should be taken into account that a myopic child should be seated closer to the board, at the first or second desk. A farsighted child, on the contrary, needs to be seated further from the board, on the last desk. This is due to the characteristics of the child’s visual anomaly.
The teacher needs to ensure that the child understands the educational material well on the board, in tables, on a map, etc. Therefore, visual aids must be clear, bright, and large enough. If a task for independent work is written on the board, then the teacher must make sure that the child clearly sees and understands what is written there.
It is important to take into account that in children with abnormal refraction (myopia, farsightedness), visual fatigue increases. Therefore, if possible, they should be given in class different types work, i.e. alternate visual work with other types of work. After intensive visual work at the table for 10-15 minutes (reading, writing, drawing, etc.), the child needs to do exercises to relieve visual fatigue.
Considering that it was during the period schooling As the number of myopic children increases significantly, the administration and the entire teaching staff of the school need to monitor the amount of homework related to visual work.
A necessary condition for teaching a visually impaired child in a public school is to create in him a certain psychological attitude. He must be prepared to overcome difficulties that may arise from time to time. Classmates need to be introduced to the characteristics of such a child and form a friendly attitude towards him. Care should be taken to ensure that the child is not emotionally traumatized by normally sighted students. But at the same time, you should not overprotect the child, since excessive care once again emphasizes his instability.
Including a child with visual impairments in work is a very difficult task for the teacher, for the child himself and for the students. There are a number of features of teaching a child with a visual anomaly that the teacher must constantly remember. Thus, a visually impaired child reads and writes more slowly than sighted students and will not be able to keep up with the entire class. In this regard, it is advisable to use a voice recorder on which you can record fragments of the lesson. In addition, the teacher must remember that the time for visual work for a visually impaired child is limited (no more than 15-20 minutes).
The organization of frontal work in the classroom deserves special attention. For children with visual impairments, it is necessary to prepare individual cards, texts, and visual aids so that they can take part in the front-line work of the class.
During the educational process, the teacher’s speech plays an important role. It must be clear and precise! expressive. The teacher must pronounce everything he does: writes, draws, demonstrates experience, etc.
Many children with visual impairments have problems communicating with other people. This may be due to the inability to listen to the interlocutor and also to little experience in communication. In such children, speech is often monologue-like, and dialogue in communication fails. In such cases, help is needed
During educational work, the teacher must carefully observe how a student with visual impairments copes with tasks and adapts to working together with students with normal vision. These observations are necessary in order to regulate the student’s workload and increase or decrease the time required to solve educational problems.
Requirements for workplace organization
Recommended: a single desk, which can be equipped with an additional individual light source (on the recommendation of an ophthalmologist); permanently attached to the floor; have sides that ensure object stability of the working area. The desk number is selected in accordance with the student’s height, which ensures the ability to maintain the correct posture. The class placement of a visually impaired student is determined in accordance with the recommendations of an ophthalmologist.
Requirements for technical means of comfortable access visually impaired student to education.
For the purpose of comfortable access to education for a visually impaired student, it is necessary to use: a personal computer equipped with everything necessary for a visually impaired student software(including programs that allow you to enlarge the image, change the background, contrast, etc.), adapted (taking into account the special educational needs of the visually impaired) official websites of the public organization.
Requirements for technical training aids
Along with the general technical means used at the initial stage of education, special typhotechnical (background screen, etc.) and optical (individual optical correction devices, electronic magnifiers, remote magnifiers, pocket magnifiers of various magnifications, etc.) should be used in training the visually impaired. facilitating educational and cognitive activities. Optical and typhotechnical means must be accessible for systematic use and correspond to the visual capabilities of the visually impaired.
Requirements for textbooks and educational supplies
In the process of training the visually impaired, it is necessary to use:
1). special textbooks, created on the basis of textbooks for normally sighted students, but adapted to the visual capabilities of the visually impaired, textbooks: larger in size (16 font), clear, font; bright, colorful, contrasting illustrative and graphic materials; enlarged, simplified (reduced number of objects and details) images .
textbooks that meet the special educational needs of this category of students.
2). educational supplies: pens with black (for writing educational material) and green (for doing graphic work) paste; notebooks in a cage and a ruler, which, if necessary, (must be specially lined); individual didactic materials and visual aids, taking into account the typological and individual visual capabilities of visually impaired students.
Conclusion:
List of used literature
Demirchoglyan G.G., Demirchoglyan A.G. "Special physical education for visually impaired schoolchildren."
Ermakov V.P., Yakunin G.A. Basics of typhlopedagogy. "Development, training and education of children with visual impairments."
Kvasova M. "Vision and heredity."
Comprehensive rehabilitation of children with visual impairments. Guidelines.
Plaksina L.I. Outdoor games for children with visual impairments: a methodological guide. - St. Petersburg: Childhood - Press, 2005
Plaksina L.I. Theoretical foundations of correctional work in primary school for children with visual impairments. - M.: City, 1998
Plaksina L.I., Sekovets L.S. Correctional and developmental environment in compensatory preschool educational institutions. - M.: JSC "Elti-kudits", 2006
Rostomashvili L.N. Physical exercise for children with visual impairments: Methodological rec. for teachers.
Filchikova L.I., Bernadskaya M.E., Paramey O.V. "Visual impairment in children early age"
Fomicheva L.V. Clinical and pedagogical foundations of teaching and raising children with visual impairments. - St. Petersburg, 2004
Which are used for the development of hearing and speech in hearing-impaired children using high-quality hearing aids.
Psychological and pedagogical support for young children with visual impairments
The role of the visual analyzer in the mental development of 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 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 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 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 representations 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 in 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 of treatment and prevention of visual impairment. For example, the effectiveness of medical rehabilitation of the blind and visually impaired in our country is associated with the development of microsurgical 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.
Vera Torgunakova
Psychological and pedagogical support for the perception of children with visual impairments in a preschool institution
Research Article.
Psychological and pedagogical support for the perception of children with visual impairments in a preschool setting
annotation
The article is devoted to testing the model supporting the perception of children with visual impairments in preschool settings.
Keywords: children preschool age with visual impairment, perception, accompaniment of children's perception, personality-oriented interaction in kindergarten.
In recent years there have been significant changes in the system preschool education. Regulatory legal documents of the federal level in recent years, primarily the law of the Russian Federation "About Education" and order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 “On approval of the federal state educational standard preschool education» made significant adjustments to the existing perception of system employees preschool education. One of the objectives of the standard is “to ensure equal opportunities for the full development of every child during the period preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other features (including disabilities)"Recognition of the child as the main active figure in the educational process, recognition of the uniqueness of his subjective experience is the direction of the personality-oriented approach, which was justified and developed: Ananyev B. G., Vygotsky B. G., Leontyev A. N., Bodalev A. A., Davydov V. V., Bozhovich L. I., Zankov L. V., Zinchenko V. P. In the system preschool education is becoming most in demand psychological and pedagogical support all participants in the educational process. Therefore, concern for the realization of the child’s right to full and free development is today an integral part of the activities of any preschool
First time term « accompaniment» appeared in the work of G. Bardier, N. Romazan, T. Cherednikova (1993) in combination with the word "development" - « development support» . The Russian language dictionary by S. I. Ozhegov gives the following: definition: "Escort- to follow along with someone, being close to, leading somewhere or following someone."
To date, implementation psychological and pedagogical support for children in a preschool educational institution is one of the urgent tasks.
Problems psychological and pedagogical support, its organization and content were revealed in their research by M. R. Bityanova, B. S. Bratus, E. V. Burmistrova, O. S. Gazman, I. V. Dubrovina, E. I. Isaev, E. I. Kazakova , A. I. Krasilo, V. E. Letunova, N. N. Mikhailova, A. V. Mudrik, S. D. Polyakov, M. I. Rogovtseva, K. Rogers, N. Yu. Sinyagina, V. I Slobodchikov, F. M. Frumin, A. T. Tsukerman, L. M. Shipitsyna, I. S. Yakimanskaya and others. They note that accompaniment provides support for natural reactions, processes and states of the individual.
Thus, in every preschool institution it is necessary to build the correct trajectory psychologist - pedagogical support aimed at development preschoolers.
Accompanying a child during preschool training involves the implementation of the following principles:
Following the natural development of a child at a given age stage of his life path.
Support is based on those, mental personal achievements that the child actually has and constitute the unique baggage of his personality. Psychological the environment does not carry influence and pressure. Priority of goals, values, development needs inner world the child himself.
Orientation of activity towards creation conditions, allowing the child to independently build a system of relationships with the world, people around him and himself, and make personally significant positive life choices.
Target support in preschool educational institutions - create psychological and pedagogical conditions for full development and education the child’s personality within the framework of his age and individual capabilities.
Tasks psychological and pedagogical support:
Security and strengthening children's mental health, including their emotional well-being;
Creating favorable conditions for children's development in accordance with age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;
Formation of a sociocultural environment appropriate for age, individual, psychological and physiological characteristics children;
Security psychologically- pedagogical support for families and increasing the competence of parents (legal representatives) in matters of development and education, health protection and promotion children.
Basic structure psychological and pedagogical support for preschool education:
Diagnostic;
Clarification of the identified difficulties or giftedness of the child;
Correctional – developmental;
Analysis of intermediate results support of child development.
For children with visual impairments characterized by a large lag in development time perception. Therefore, the first special, corrective task is to ensure the earliest possible start of development perception.
Along with the late timing of the onset of development in children with visual impairments there is a slow pace of development perception. Therefore, the second task will be to accelerate the pace of development perception, its intensification.
Abnormal development is characterized not only by a lag, but also by the presence of deviations. Consequently, the third task is to overcome existing deviations, in some cases - correction, in others - compensation.
Problem psychological and pedagogical support for the perception of children with visual impairments in conditions Preschool education remains not only poorly studied, but not even established.
1. Research hypothesis: Specially organized Psychological and pedagogical support for children with visual impairments creates conditions for correction and development of the visual process perception. A exactly: regular wearing of glasses, compliance with the requirements for visual material presented in classes, correctional and developmental exercises during the day.
2. Research hypothesis: suggests that not only the visual sense develops perception, but also its other modalities and properties. In general, cognitive processes develop (attention, memory, thinking, the child’s play activity changes.
Vision- This is the most important sensory channel for obtaining information about the environment. If not functioning properly vision or its absence, the child gets acquainted with the world and receives information based on hearing, touch, movement, smell and taste. Such information does not form a holistic image. Child development with visual impairment different from the development of others children, which allows us to say that such a child needs increased attention from relatives and specialists. This issue was dealt with by such specialists as Savina E. A., Plaksina L. I., Maksimenko O. V., Remezova L. A., Kuritsina O. V., Semago M. M., Semago N. Ya and others. Many years of experience working with such children allows us to say that what earlier child will receive specialized assistance, the more safely it will proceed psychological development, thanks to the unique compensatory capabilities inherent in each child. Development of a blind child, undoubtedly, differs from the development of others children, but this only means that such a child needs increased attention from parents and specialists in the field child development. Experience shows that the sooner a child receives specialized care, the more successful his or her course will be. psychological development, thanks to the unique compensatory capabilities inherent in each child. The first stage in organizing a comprehensive accompanying a child with visual impairments is a comprehensive diagnosis of the features of its development. Diagnostics is carried out by a team of specialists working as part of psychologically- medical and pedagogical commissions of various levels (regional and municipal).
The perception of such children characterized by slowness, a small variety of images, and lack of integrity. They have difficulty developing imaginative thinking.
Work on a comprehensive psychological - pedagogical support begins from the first days of the child’s stay with visual impairment in preschool educational institutions. The success of working with children with special educational needs depends on the provision of comprehensive diagnostics, treatment, preventive and correctional pedagogical assistance.
An important task facing specialists is to teach children communicate, interact with each other, so that the child with visual impairment I didn’t consider myself superfluous, but became a full-fledged member of the children’s team. Must be taught children treat the child with visual impairments as equals, just in need of help. Large role in organizing training children with visual impairments assigned to the music worker. The diverse world of sounds helps to introduce children with the outside world. During classes, children become familiar with musical instruments and master the capabilities of their own voice. When working with children with disabilities, it is necessary to pay special attention to the diverse subject environment in the group. The child must be given the opportunity to explore and interact with various materials in order to obtain a variety of sensory sensations and develop ideas about the surrounding world. It is necessary to provide a safe space for the child so that he can learn to move independently. Toys made from a variety of materials, musical toys, a sensory corner, audio books and much more are an integral part of organizing the educational process for children with visual impairments. Particularly important for successful inclusive learning children with visual impairments has interaction with the child's family. Family accompaniment having a child with visual impairment, is becoming one of the most important areas of integrated psychologically- pedagogical and medical and social assistance. Within escort individual consultations are organized for parents on issues related to the individual characteristics of the child and conditions its optimal development, as well as joint child-parent activities, master classes that help parents master methods and techniques education. Experience shows that specially organized classes for children with developmental problems and their parents give good results, promote harmonious development pupils and have a positive impact on accompanying children with visual impairments in inclusive education.
Literature
1. Lebedinsky V.V., Nikolskaya O.S., Baenskaya E.R., Liebling M.M. Emotional violations in childhood and their correction. - M., 1990.
2. Savina E. A., Maksimenko O. V. Psychological assistance to parents in raising children with developmental disorders. - V.: VLADOS, 2008.
3. Malofeev N. N. Education as an institution for the socialization of persons with disabilities in modern society. - M.
4. Plaksina L. I. Theoretical foundations of correctional work in kindergartens for children with visual impairments. - M., 1998.
5. Remezova L. A., Kuritsina O. V. Inclusive preschool education children with visual impairments// Inclusive education: methodology, practice, technology.
6. Organization of the activities of the PMPK system in conditions development of inclusive education / Ed. ed. M, M, Semago, N. Ya. Semago. – M.: ARKTI, 2014.
Natalia Efimova
Psychological and pedagogical support for the family of a child with visual impairment.
Today in Russia, depending on a number of reasons, there is a tendency to increase the number of disabled children and persons with disabilities (OVZ).
Every year in Russia there are 4,300 more disabled children vision. About the difficulties experienced in life by both these children and families in which they are brought up, healthy person It's not easy to even guess. How should parents of a blind or visually impaired child navigate the situation correctly, and what principles should they follow when raising him? Time for experiments No: after all, the entire future life of this person and his environment depends on what kind of personality foundation parents and teachers can lay now.
Experts have a term “correct attitude towards a defect”, which is understood as a complex of relationships, including an understanding of the negative consequences of a defect along with recognition of the characteristics that it often causes in the development of a person with disabilities (OVZ); and faith in the potential capabilities of persons with disabilities with feasible participation in creating conditions for the development of these capabilities; and recognition of the rights of persons with disabilities to education and rehabilitation, taking into account their specific characteristics psychophysical development; and the attitude of society towards persons with disabilities as equal subjects of an open society.
It is very important to develop the correct attitude towards the defect among all members of society, especially among the children themselves, their parents and teachers.
Qualified specialists can form the correct attitude towards the defect among persons with disabilities, their parents and relatives, and together they (typhlopedagogues, rehabilitation specialists, persons with disabilities themselves, their parents, volunteers) are able to form an adequate attitude in society towards persons with disabilities.
Until the age of 4–5 years, a child is not at all aware of his differences from those around him. However, by the time he enters school, he gradually begins to realize his defect and associate with it his personal negative experience of communicating with sighted peers, as well as his inability to do what others can do very quickly (thread a needle, find a fallen thing, pour juice from a bag into a glass, tell what is drawn in the picture, etc.).
Realizing your "inferiority", many children begin to feel ashamed of the defect and worry so much that, being in an environment with normal vision, they often bring themselves to extreme nervousness. Without the purposeful work of teachers and psychologists to form an adequate attitude of the blind and visually impaired to their defect, without an adequate position of parents at the end of school, feelings about inferiority can take on a persistent character and, naturally, make life in society difficult.
It is necessary to understand that each child needs to create favorable conditions for his development, which will take into account his individual characteristics and needs.
Psychological and pedagogical support- is an integral system in the process of which social- psychological and pedagogical conditions for the successful development and learning of each child in the learning process.
Under psychological and pedagogical support a child with disabilities can understand complex technology psychologically- pedagogical support and assistance to kid and his parents in solving problems related to development, training, education, socialization by specialists of various profiles acting in concert.
Accordingly, the subject accompanied by children, their parents, teachers of the institution involved in the process of teaching and raising the child.
Escort carried out by the following specialists: social pedagogues, speech pathologists, speech therapists, psychologists and teachers.
Tasks psychological and pedagogical support are:
Providing assistance to children who need special educational programs;
Creating an emotionally favorable climate among the teaching staff and children's team;
Timely diagnosis and correction developmental disorders;
Promotion psychological and pedagogical competence of parents and teachers on issues related to the education and upbringing of the child;
Studying the individual characteristics of children
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.
The task of people raising children with profound visual impairment, is to use pedagogical means to help them realize how they differ from those with normal vision, to discover ways to overcome difficulties resulting from defeat vision, as well as show the ways and conditions for successful integration into an open society.
The result of collaboration
specialists and parents should be the formation of an adequate position of parents in relation to the child and his defect. The education system must take into account individual age and psychophysical characteristics, the nature of the lesion and the degree of preservation of visual functions, etc. It must be remembered that the development of a child with visual violations proceeds according to the same patterns as normally, but with its own specific characteristics and in interaction with the physical and social environment. Stages of working with family a child with poor vision should be strictly thought out and subject to certain requirements: orientation of parents and specialists towards long-term cooperation, active inclusion of parents in correctional and developmental work, creation of an atmosphere of trust and mutual understanding, expansion of the circle of communication of families raising children with disabilities visual impairments, etc.. d.
Currently, a model of inclusive teaching practice is beginning to take shape in Russia, in which children with special educational needs are included in the general educational process, but not spontaneously, but when a special program is created in an educational organization escort. In socio-pedagogical children with visual impairments need assistance, expressed intellectual violations, severe motor pathology, complex developmental disorders.
For a child with disabilities (hereinafter referred to as HVZ) The children's team is the most powerful development resource. It is impossible to teach how to communicate with peers by isolating you from them. How other children treat the child will largely determine his motivation to study and state of mind. Co-teaching children with different levels of ability is positive and effective in the following ways: reasons: the guys learn to interact with each other and gain relationship experience.
Helping children with disabilities also requires social and pedagogical support for their families. The development of a disabled child largely depends on the well-being of his family situation, on the participation of parents in his physical and moral development, and the correctness of pedagogical influences. Family raising a child with disabilities experiences stress, which can lead to depression of one or both spouses, which inevitably affects family relationships.
Social educators, class teachers called upon to solve complex problems related to the socio-emotional, physical, intellectual development of this category of people, provide them with comprehensive assistance and support, promoting their successful socialization. When interacting with children and their parents, it is important for teachers to create an atmosphere psychological comfort, surround them with attention and care, provide emotionally meaningful communication, organize comprehensive social and pedagogical assistance aimed at stimulating their personal development and socialization.
Literature:
1. Anisimova N. L. Collaboration families and kindergarten for the education and development of children with visual impairment
2. Bondarenko M.P. Advice for a typhlopedagogue on working with family raising a child with visual impairment
3. Brambring M. Raising a blind young child in family
4. Venediktova M.V., Kurakina E.A., Sumarokova I.G. Recommendations for parents of multi-problem children.
5. Vitkovskaya A. M. Main directions of work with parents of young children with severe visual impairment
Publications on the topic:
Pedagogical support for play activities of preschool children Kindergarten teachers have a stable term “game management”. Let's think about how legitimate it is? The game is in its own way.
Psychological and pedagogical support for families and children with mental retardation (To help educational psychologists) Mental retardation (MDD) belongs to the category of mild deviations in mental development and occupies an intermediate place.
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Psychological and pedagogical support for families as one of the innovative forms of work of preschool educational institutions. Psychological and pedagogical support for families as one of the innovative forms of work of preschool educational institutions. Prepared by Kontsevaya S.S. teacher of the MBDOU MO Krasnodar.
Material prepared by: Elena Nikolaevna Belyakova, teacher-defectologist of the first qualification category
Department of Education of the City of Moscow Northwestern District Department of Education State Budgetary Educational Institution of the City of Moscow School No. 1571 preschool department "Rainbow" . Moscow, st. Planernaya, 14, building 4.
Normally, vision becomes important for exploring the world around us in six-week-old babies. From the third month of life, this is the most important sensory channel for receiving information about the environment. If vision is not functioning correctly or is absent, the child must construct his world using information received through hearing, touch, movement, smell and taste. Information received through hearing is different from visual information. Sounds do not form a complete image and cannot be perceived a second time. Difficulties arise in establishing contacts even with close adults. Lack of eye contact is perceived by them as a lack of interest. Parents need to learn to hear and communicate with their visually impaired child.
The development of a child with low vision certainly differs from the development of other children, but this only means that such a child needs increased attention from parents and specialists in the field of child development. Experience working with such children shows that the sooner a child receives specialized help, the more prosperous his psychological development will proceed, thanks to the unique compensatory capabilities inherent in each child.
The first stage of the program of individual support for a child with visual impairments is a comprehensive diagnosis of the characteristics of his development. Diagnostics is carried out by a multidisciplinary team of specialists working as part of psychological, medical and pedagogical commissions at various levels (regional and municipal).
It should be noted that if previously the main task of complex psychological, medical and pedagogical diagnostics was to identify such children and refer them to specialized educational institutions correctional type, then at the present stage, complex diagnostic data are the basis for providing qualified psychological, pedagogical and medical-social assistance to children and their families. Currently accepting effective measures on the development of a variable education system, the introduction of inclusive education, providing children with developmental disabilities and health problems with the opportunity to receive education in general education settings (mass) institutions.
The appearance of such a child in a preschool institution (hereinafter referred to as DOU) places increased demands on all employees. Work on comprehensive psychological and pedagogical support begins from the first days of a child’s stay in a preschool educational institution. Every child with developmental problems can achieve significant success if he is provided with comprehensive diagnostics, treatment, preventive and correctional pedagogical assistance with adequate training and education. The earlier support work begins, the more effective it is. Timely, adequate assistance can change the fate of a child even with serious congenital disorders of psychophysical development.
Understanding how each child is exceptional and in need of assistance, it is important to identify and develop comprehensive differentiated development plans and learning programs that take into account "zones of proximal development" and potential capabilities of the child. For this purpose, a psychological, medical and pedagogical council is being created at the preschool educational institution. (hereinafter PMpk).
Comprehensive support in preschool educational institutions is provided by the system professional activity "teams" specialists aimed at creating psychological, pedagogical and medical-social conditions for the successful learning and development of each child, regardless of the level of his abilities and life experience in a specific social environment. In the work of PMPPC, there is a search for psychological and pedagogical conditions, types and forms of work in which positive dynamics of the child’s development and the realization of his potential are achieved. Specialists of different profiles simultaneously participate in this: a speech pathologist teacher, a speech therapist teacher, an educational psychologist, an educator, a physical education director, a physician, etc. The result of the consultation is a developed comprehensive program that corresponds to the child’s capabilities, as well as the identification of the current leading problem and leading specialist. When working with a child as he develops, the role of facilitator at different stages can be played by different specialists.
If a child with a vision pathology appears in a preschool educational institution, a teacher-psychologist can act as a leading specialist, since vision pathology causes a number of difficulties and disorders in the mental development of children if they are not included in the correctional work system in a timely manner.
The primary tasks facing the kindergarten staff are: to teach children how to communicate with such a child; help the child not feel like he belongs "defectiveness" , do not perceive your physical illness as a reason for loneliness and the formation of complexes.
It is important to organize children to play together. A peer is sometimes able to teach what adults are unable to teach. The main thing is that children begin to treat a child with visual impairments as an equal who only needs help. They can help him dress, put on shoes, and navigate the building and premises of the kindergarten. This contributes to the humanization of children’s relationships, the formation in a child with visual impairments of a feeling of care, support, kindness and security.
It is advisable to hire a music worker to work with a child with visual impairments. Musical classes are not aimed at solving specific problems in the development of certain abilities and skills, but help create conditions that support the child’s natural ability to be creative. These conditions create a rich and varied world of sounds. During classes, children become familiar with musical instruments and master the capabilities of their own voice.
It is important for the teacher to pay attention to creating a diverse subject environment in the group. The child should be given the opportunity to explore and interact with a variety of materials to gain knowledge of the world around them and a variety of sensory experiences. A sighted child sees various objects hundreds of times before he begins to name them. A child with visual impairment also needs life experience to develop ideas about the world around him. The concept of space, thought out from the point of view of the ability to navigate in it, is a necessary condition for a child with visual impairment to learn to move independently, otherwise walking becomes a function dependent on the help of an adult.
The child must receive a sufficient number of impressions that ensure the active state of the cerebral cortex and contribute to his mental development . Therefore, for effective development it is necessary to provide various sensory stimuli and conditions for motor activity: sensory corners, groovy, sounding, made of different materials toys, space for outdoor games with peers, children's audio books, etc.
A psychological and pedagogical problem in organizing external space can be individual differences in children’s preferences and the peculiarities of the formation of basic affective regulation. Levels of affective regulation are involved in the process of adaptation of the body to the outside world and play a crucial role in determining the completeness and originality of a person’s sensory life. Some children may have dysfunction of one level or another, manifested in increased or decreased sensitivity to certain environmental influences. For example, with hypofunction of the level of affective plasticity (this level determines the body’s adaptation to the outside world and provides emotional comfort) the child is acutely sensitive to the intensity of sensory stimuli - sound, tactile sensations, and sensitive to changes in external space. In this situation, the teacher should avoid excessive saturation of the external space with bright and intense stimuli. (plenty of toys, loud music, etc.) .
Accompanying a family with a child with visual impairment is becoming one of the areas of comprehensive psychological, pedagogical, medical and social assistance. Within the framework of this area, 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 child-parent classes that contribute to the formation of closer contact between parents and their child, and the parents’ mastery of methods and techniques of education. Experience shows that specially organized classes for children with developmental problems and their parents generally give positive results and contribute to the harmonious development of pupils. This is also greatly facilitated by the integration of such children into the educational process of kindergarten .
In the process of individual consultations between a psychologist and parents, many personal problems in which the parent of a child with developmental disabilities is immersed are worked out. As a result of the psychologist's work with the family of a disabled child, his position in the family should change. From requiring constant care and guardianship, he turns into a child who has certain household responsibilities. Parents, feeling the support of the kindergarten staff and interest in the fate of their child, gain hope and confidence in the future .
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