Creation of special conditions for children with visual impairment
Schools for visually impaired children
1. Classification of the blind and visually impaired
2. Features of psychophysical development
3. Behavioral Features
4. Use of students' visual abilities
5. Education of the blind and visually impaired together with sighted children
6. Qualities necessary for a teacher in working with blind children
7. Special (correctional) educational institutions III and IV types
8. POLICY of work with children with visual impairment on the example of Shadrinsk boarding school No. 12 of the Kurgan region.
9. List of schools for visually impaired children
10. Bibliography
1 Classification of the blind and visually impaired
According to the established classification, the blind include persons whose visual acuity is in the range from 0% to 0.04%. Thus, the contingent of the blind includes people who are completely blind (total blind) and have residual vision (with visual acuity from light perception up to 0.04%).
Totally blind children will certainly use touch and hearing in obtaining educational information. Blind children with residual vision will also receive basic educational information through touch and hearing, so in the presence of such a deep lesion, the use of vision for a long time negatively affects its further development. However, residual vision is not ignored in the process of education and upbringing, as it gives children additional information about the environment. Children with visual acuity from 0.05% to 0.2% are included in the category of visually impaired, and can already work with the help of vision, subject to certain hygiene requirements.
In addition, it was reported that at this age, "many blind children had psychiatric problems."
Many teachers of the past noted the lack of initiative, the passivity of a blind child. “The later the loss of vision occurred, the greater the psychological trauma associated with it. Loss or impairment of vision often gives rise to indifference not only to public, but also to private life.
Second A feature of the development of a blind child is that the periods of development of blind children do not coincide with the periods of development of sighted children. Until such time as a blind 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 blind 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 blind child manifests itself more sharply at preschool age than at school age.
At preschool age, a blind child is impulsive, just like a sighted child. But with blindness, impulsivity can manifest itself more sharply and at the same time at an older age, when it is no longer characteristic of a sighted person. The impulsiveness of the behavior of blind children is especially evident in the fact that during classes they do not know how to regulate their behavior.
In the classroom, children really want to be asked, they jump up and shout out the answer. Or, on the contrary, the child protests if he is asked when he does not raise his hand. “I didn’t raise my hand, but you ask me,” he says. He interrupts others, demands special attention to himself and insistently turns to the teacher at a time when he is talking to other children. In most cases, children cannot follow the answer of their friend, they are not able to continue it.
In the blind and visually impaired, regular changes in the sphere of external emotional manifestations are noted. All expressive movements (except for vocal facial expressions) are weakened with deep visual impairment. Even the unconditionally reflex expressive movements accompanying the state of grief, joy, anger, etc., appear with deep visual impairment in a very weakened form. The only exceptions are defensive movements that accompany the experience of fear.
Sluggish, sometimes inadequate external manifestation of emotions in persons with visual impairment is often combined with obsessive movements. This includes frequent shaking of the hands, and jumping on springy legs, and pressing a finger on the eyelids, and rhythmic swaying of the torso or head, etc. This prevents the sighted from appreciating the moral, intellectual and other qualities of the blind and visually impaired. Thus, sighted people perceive excessively smiling blind people at school as sycophants, and on the street as intellectually handicapped.
Blind children with residual vision and visually impaired often seem strange to the sighted when talking, because they “step on” the interlocutor. This is caused by the desire to see the interlocutor and, if he retreats, then the children move after him.
One of the blind said that he was very ashamed of his act at school, and he was very worried. The teacher did not understand this, she shouted: "Are you still smiling?! Are you still laughing?! Insolent! If I were you, I would fall through the ground!" Only when he grew up did he learn from books that the sighted "read" emotional states by the face, and he realized that the external manifestations of his feelings did not correspond to his internal state.
A blind and visually impaired person can listen with interest to the interlocutor, resting his head on his hand. Students in this position are often seen in their favorite classes at schools for visually impaired children. This posture is perceived by normal seers as an expression of boredom and loss of interest. This can lead (and does lead) to mutual misunderstanding of the blind and visually impaired with the sighted.
"Looking to the side" in the blind and visually impaired can be caused by a profound visual impairment. For example, a person with a lateral field of vision, when examining an interlocutor, is forced to direct his gaze to the side, since in this case the seeing part of the eye will be directed at the interlocutor. But such a look is perceived by the sighted as an expression of doubt and suspicion.
People with profound visual impairments can not only reproduce expressive movements, but understand them with the help of touch. There are many facts about this. VZ Deniskina describes one of them. In her practice, there was a case when a totally blind person, lightly touching the corner of her lips with the index finger of his right hand, quickly and very correctly described her mood at that moment. To the question: "Have you understood facial expressions for a long time?" he replied: “Before getting married, I didn’t think about it at all, I was never interested in a person’s face, and no one drew attention to this either at home or at school. Having married a beloved girl, whose face turned out to be very lively and mobile, I gradually learned with my fingers to distinguish her emotions, moods. Unfortunately, you can’t touch the faces of people who are not close, but how you sometimes want to check how much the impression of words coincides with facial expressions.
I.M. Sechenov wrote: “The hand, feeling external objects, gives the blind everything that the eye gives us, with the exception of the coloring of objects and feeling in the distance, beyond the length of the hand.” And if we add hearing, smell, taste and residual vision to this, then it turns out that the blind, in principle, have cognitive abilities close to those of the sighted.
Touching objects, the blind person perceives their various features and properties: size, elasticity, density, temperature, distance and speed, weight, shape, etc. therefore, he does not develop the precious ability of the hand to give him the same testimony, but the blind is forced to do this, and with him the feeling hand is the real substitute for the seeing eye.
b) Separate education for different categories of children with visual impairments
The experience of various teachers in teaching children with visual impairments has led to a number of practical conclusions.
Man perceives the world through touch, sight and hearing. Some children are born with pathologies of the organs of vision. This is reflected in their ability to get acquainted with the environment and further development. For the successful adaptation of such a child in adult life, it is necessary to pay special attention to his development and upbringing.
Types of visual impairment
All visual impairments are divided into functional and organic. Functional include amblyopia (vision loss that is not optically adjustable) and strabismus, which can be corrected. Organic disorders - pathologies of the structure of the eye and other parts of the visual system. They can lead to residual vision, low vision, blindness.
According to the international classification of visual impairment, if the sharpness of the better seeing eye after optical correction is less than 0.3, then this is low vision. If visual acuity is below 0.05, then the person is considered visually impaired. If visual acuity is below 0.02, then such people are officially recognized as blind. Children with residual vision, the visually impaired and the blind study in specialized institutions.
Development features
The child's psyche is affected by the time of formation of visual pathology, its severity, the presence of concomitant diseases, the effectiveness of treatment and the situation in the family. The earlier the defect of vision appears, and the more pronounced it is, the more mental development is disturbed.
In children with visual impairment, the formation of personality is influenced by physiological and social factors: hypo- and hyper-guardianship, unfavorable social environment or family conditions, limited access to communication and information. It is difficult for such children to navigate in space, because of this they lead a sedentary lifestyle. This, in turn, causes muscle weakness (muscle hypotension). To develop spatial orientation skills, it is necessary to constantly train the remaining analyzers (vibration perception, hearing, tactile and skin-kinesthetic sensitivity).
A feature of the development of infants with visual impairment is the absence of a grasping reflex. Such children do not reach for objects, they begin to crawl, stand and walk late. Fearing head bruises, babies crawl with their feet forward. Their walking skill is formed 2-3 years later than their peers. The lack of a normal opportunity to explore the surrounding space sometimes causes a delay in speech development.
In many children with visual impairment, speech is normally developed, but the scope of cognitive activity, active communication, and imitation is narrowed. Often the blind use many words in their speech, the meanings of which they do not know. Therefore, when teaching such children, attention should be paid to the practical use of the acquired skills and knowledge, and, if possible, to use visualization.
In children with visual impairments hands are an important organ of perception of the surrounding world. Therefore, it is necessary to develop finger, palmar, carpal methods of perception. Blind older children should be able to tactilely read a relief-graphic image.
With low vision and blindness, children perceive fewer signs and properties of objects than their peers with normal vision. Decreased perception of color, integrity and completeness of the picture, low speed of perception make it difficult to understand the world around us as a whole. Because of this, children with visual impairments lag behind in development.
Visual concentration and differentiation in the visually impaired are reduced. They slowly memorize information, while getting very tired. But if they remember something, then it is stored in their memory for a long time. Visual memory in the blind is absent, and in the visually impaired is weakened. In children with visual impairment, the possibility of visual control is absent or difficult. They have to memorize information about landmarks in space, about where objects are located.
Blind and visually impaired children have reduced interests, needs, motivational sphere, activity. At the same time, visual impairment does not affect their beliefs, worldview, temperament, character.
Education
The education system for visually impaired and blind children covers all age groups. There are preschool and school institutions. In preschool institutions, not only educate a child. They also carry out therapeutic and rehabilitation measures, develop visual functions, motor and cognitive spheres, and the personality of the child as a whole.
School institutions for visually impaired and blind children are boarding schools that provide secondary education. In such schools, the class size is low - 10-12 people. The classrooms are equipped with special equipment. Special techniques and teaching methods are used, such as large visual aids with high contrast and clear images. During training, hygienic requirements for visual work are strictly observed.
In high school, much attention is paid to career guidance, so that the student chooses a profession, taking into account the characteristics of his health. Social rehabilitation classes are held, in which children are prepared for independent life in society. To this end, the school curriculum includes lessons in physical therapy, home economics, and spatial orientation. The main task of the special school is the correction of visual impairments, the development of a full-fledged personality, the provision of secondary education (the same level as in a regular school), the conduct of labor training and the development of the individual abilities of the child.
4. Children with visual impairments
The next group of children with deficient dysontogenia is made up of people with visual impairments. Regularities and features of the mental development of persons with impaired visual function are studied by tiflopsychology. Her data are relevant for typhlopedagogy - the science of education and training of people with visual impairments.
Depending on the degree of visual impairment, they are divided into blind and visually impaired. Blindness and low vision are a category of psychophysical disorders, manifested in the limitation of visual perception or its absence, which affects the entire process of personality formation and development. Individuals with visual impairments have specific features of activity, communication and psychophysical development.
Blind (blind)- a subcategory of persons with visual impairments who have no visual sensations at all, have light perception or residual vision, as well as persons with progressive diseases and narrowing of the visual field (up to 10-15 °) with visual acuity up to 0.08.
According to the degree of visual impairment, there are persons with absolute (total) blindness in both eyes, in which visual perception is completely lost, and persons who are practically blind, who have light perception or residual vision, which allows them to perceive light, color, contours (silhouettes) of objects.
visually impaired- a subcategory of persons with visual impairments, having visual acuity from 0.05 to 0.2 in the better seeing eye, corrected with ordinary glasses. In addition to reduced visual acuity, the visually impaired may have deviations in the state of other visual functions (color and light perception, peripheral and binocular vision).
task typhlopedagogy as a science is the development of the following main problems: psychological, pedagogical and clinical study of vision and anomalies of mental and physical development in these disorders; ways and conditions of compensation, correction and restoration of disturbed and underdeveloped functions in case of blindness and low vision; study of the conditions for the formation and comprehensive development of personality in various forms of visual impairment. An important place is occupied by: the development of content, methods and organization of teaching the basics of science, polytechnic, labor and vocational training for the blind and visually impaired; determination of the types and structure of special institutions for their training and education; development of scientific foundations for the construction of curricula, programs, textbooks, private methods.
V. Hayuy (1745-1822), a French teacher, like-minded and follower of D. Diderot, founder of the first educational institutions for the blind in France and Russia, is considered the founder of typhlopedagogy and the education of the blind. Thanks to V. Hayuy, not only the systematic education of the blind began, but also a humanistic attitude was formed towards them as full-fledged members of society in need of education and social and labor rehabilitation.
L. Braille (1809-1852), who lost his sight at the age of three, a pupil, and then a typhlopedagogue of the Paris National Institute for the Blind, became the author of an invention that changed the system of teaching the blind. Based on combinations of six dots, his embossed writing system covers alphabetic, mathematical and other symbols, allowing the blind to read and write freely.
The first educational institution for the blind in Russia was organized in 1807 at the Smolninsk almshouse in St. Petersburg. Children were taught the Law of God, singing, crafts.
During the 19th century Several more schools for the blind were opened, funded by the Guardianship of the Blind. For most students, education was paid and the cost is quite high.
In 1928, the first Soviet school programs for the blind appeared. In the early 30s of the XX century, the first classes of vision protection for visually impaired children appeared in the structure of mass general education schools (in several schools in Leningrad and Moscow), and from the end of the 30s, the first schools for the visually impaired were opened. Yu.D. Zharintsev.
The development of domestic typhlopedagogy and typhlopsychology is associated with the names of such scientists as M.I. Zemtsova, B.I. Kovalenko, N.B. Kovalenko, A.S. Gandzhiy, N.G. Krachkovskaya, N.V. Crescent, Yu.A. Kulagin, L.I. Solntseva, A.G. Litvak, V.P. Ermakov, A.I. Kaplan, A.B. Gordin, R.S. Muratov, B.V. Sermeev, V.A. Feoktistova, E.M. Sternina, I.S. Morgulis and others.
Causes and consequences of visual impairment and ways of compensation. Visual impairment can be congenital or acquired. Congenital blindness is caused by injuries or diseases of the fetus during fetal development or is a consequence of the hereditary transmission of certain visual defects. Acquired blindness is usually the result of diseases of the organs of vision - the retina, cornea and diseases of the central nervous system (meningitis, brain tumor, meningoencephalitis), complications after general diseases of the body (measles, influenza, scarlet fever), traumatic brain injuries (head wounds, bruises) or eyes .
There are progressive and non-progressive disorders of the visual analyzer. With progressive visual defects, there is a gradual deterioration of visual functions under the influence of the pathological process.
Non-progressive defects of the visual analyzer include some of its congenital defects, such as astigmatism, cataracts. The causes of these defects can also be the consequences of certain diseases and eye operations. There are such categories of children with visual impairments as blind born, early blind, who lost their sight after three years of life. This differentiation is based on the fact that the time of loss of vision is very important for the subsequent development of the child.
The time of onset of a visual defect is essential for the mental and physical development of the child. The earlier blindness sets in, the more noticeable are secondary deviations, psychophysical features and the peculiarity of psychophysical development. The mental development of blind-born children follows the same patterns as those of sighted children, but the lack of visual orientation affects most noticeably the motor sphere, the content of social experience.
Loss of vision forms the originality of the emotional-volitional sphere, character, sensory experience. The blind have difficulties in the game, teaching, in mastering professional activities. At an older age, people with visual impairment have everyday problems, which causes difficult experiences and negative reactions.
The development of higher cognitive processes (attention, logical thinking, memory, speech) in blind-born children proceeds normally. At the same time, the violation of the interaction of sensory and intellectual functions is manifested in a certain originality of mental activity with a predominance of the development of abstract thinking.
The difference between blind children and those born blind depends on the time of vision loss: the later the child lost his sight, the greater the volume of visual representations that can be recreated through verbal descriptions. If you do not develop visual memory, partially preserved after loss of vision, there is a gradual erasure of visual images.
A blind child has all the opportunities for a high level of psychophysical development and full knowledge of the world around him, based on a safe analytical network.
Compensatory restructuring largely depends on the safety of vision. Even slight remnants of vision are important for the orientation and cognitive activity of persons with profound visual impairments.
In the process of teaching a teacher, an adult (parents) should proceed from the fact that compensation for blindness begins in a child from the first months of his life.
The visually impaired have some opportunity to use their vision when getting acquainted with phenomena, objects, as well as when spatial orientation and movement. Vision remains their leading analyzer. However, their visual perception is only partially preserved and is not quite complete. Their review of the surrounding reality is narrowed, slowed down and inaccurate, therefore their visual perception and impressions are limited, and their ideas have a qualitative originality.
In visually impaired people with strabismus, the ability to see with two eyes is difficult, that is, binocular vision is impaired.
Among the visually impaired, there are a large number of people with impaired color discrimination functions and contrast sensitivity of vision, there are congenital forms of color perception pathology. Correctional work is aimed at the use of special techniques and methods of observing phenomena and objects based on hearing, touch, smell, which allows children to form complex synthetic images of reality.
Residual vision of the visually impaired is essential for its development, educational, labor and social adaptation, so it must be carefully guarded: regular diagnostics, periodic consultations with an ophthalmologist, typhlopedagogue, psychologist are necessary.
The sense of touch is of great importance in the perception and cognition of the surrounding reality in the blind and visually impaired. Tactile perception provides a complex of various sensations (touch, pressure, movement, heat, cold, pain, texture of the material, etc.) and helps to determine the shape, size of the figure, establish proportional relationships.
Along with the sense of touch in the blind and visually impaired, auditory perception and speech play an important role in various activities.
With the help of sounds, the blind and visually impaired can freely determine the objective and spatial properties of the environment.
Therefore, in the process of training and education of the blind and visually impaired, differentiation exercises are carried out - distinguishing and evaluating the nature of an object with the help of sound, analyzing and evaluating a complex sound field: sound signals are inherent in certain objects, devices, mechanisms and are a manifestation of the processes occurring in them.
The success of persons with visual impairments in mastering various types of activities: subject, game, labor, educational - depends on a high level of development of visual-figurative representations, spatial thinking, spatial orientation. Spatial orientation is an essential part of free movement in space.
Various structures of the psychological system that is formed in the blind of different ages are the basis for the effective correction of defects in their spatial orientation.
Home education and training of a child with visual impairment has its own characteristics, depending on the state of visual impairment, on the time of its occurrence. Parents of a visually impaired child should regularly receive advice from specialists: a tiflopedagogue, a psychologist, an ophthalmologist, etc.
When communicating with a child, an adult needs to comment on all his actions, which will allow the child to perceive information about what is happening around him with the help of safe analyzers, as if “seeing with the help of hearing”. The success of the compensatory restructuring of the analyzers largely depends on family education and upbringing. It is important to create conditions that correspond to the capabilities of a blind or visually impaired child. The creation of an overly sparing regime or unjustified guardianship has a negative effect on the formation of a person with a visual defect.
The upbringing and education of a blind or visually impaired child in a family requires parents to know the developmental features of a child with visual impairment, the influence of a primary defect on the formation of mental functions, motor, social, educational and other skills, methods and techniques for the formation and development of skills of orientation in space, perception of objects and phenomena of the surrounding world, the ability to communicate and contact with peers and adults, serve themselves, explore and learn about the world around the child with the help of intact feelings.
Preschool institutions for visually impaired children are public institutions for the education of blind children, visually impaired children, including children with strabismus and amblyopia, aged 2-3 to 7 years. These institutions are aimed at the education, treatment, possible restoration and development of impaired visual functions in children and preparing them for schooling.
Pedagogical work is aimed at the harmonious development of the child to the extent that it allows to make the level of visual impairment in each individual case, as well as the mental and physical development of the child.
In addition to the educational component, work in preschool groups is aimed at correcting developmental disabilities, restoring residual visual functions, and improving children's health. Considerable attention is paid to the development of the entire compensatory system, primarily hearing, touch, mobility and orientation in space, as well as the formation of self-service skills. Work is underway on hygiene, protection and development of residual vision, correction of the cognitive, personal and motor spheres, the formation of orientation skills in space and self-service.
The development of visual functions is complemented by the development of hearing and touch. Children are prepared for systematic studies at school.
Schools for the blind and visually impaired are an integral part of the unified state system of special education and function on the basis of the principles inherent in this system of education and upbringing of children with special educational needs. Education and education in schools for the blind and visually impaired have a number of their own principles and special tasks aimed at restoring, correcting and compensating impaired and underdeveloped functions, organizing differentiated education.
In this regard, schools for blind and visually impaired children should perform the following functions:
teaching and educational;
correctional-developing;
sanitary and hygienic;
medical and rehabilitation;
social adaptation;
career guidance.
This ensures the normalization of the development of children with impaired vision, the restoration of broken connections with their environment (social, natural, etc.).
The mental development of blind and visually impaired children, the formation of compensatory processes in them, an active life position, awareness of the ways of self-realization and mastery of them depend primarily on social conditions, primarily on educational ones.
The specifics of the work of schools for blind and visually impaired children is manifested in the following:
taking into account the general patterns and specific features of the development of children based on healthy forces and preserved opportunities;
modifying curricula and programs, increasing the duration of training, redistributing educational material and changing the pace of its passage;
a differentiated approach to children, reducing the occupancy of classes and educational groups, the use of special forms and methods of work, original textbooks, visual aids, typhlotechnics;
special design of classrooms and offices, creation of sanitary and hygienic conditions, organization of medical and rehabilitation work;
strengthening work on social and labor adaptation and self-realization of graduates.
The country has a developed network of special schools for the education and upbringing of visually impaired children. At some mass general education schools there are classes for the protection of vision.
As noted earlier, schools for blind and visually impaired children (special schools III and IV types) consist of 3 levels:
Stage I - elementary school;
II stage - basic school or incomplete secondary school;
Stage III - secondary school.
The stages of the school correspond to the three main stages of a child's development: childhood, adolescence, youth.
The school of the first stage is designed to ensure the formation of the child's personality, the holistic development of its potentialities, treatment, hygiene and vision protection, the formation of the ability and desire to learn in schoolchildren.
The second stage school lays a solid foundation for general education and labor training, which is necessary for a graduate to continue his education, his full inclusion in the life of society.
The 3rd stage school ensures the completion of general education and vocational training on the basis of its differentiation.
The programs of special classes of general education schools for blind and visually impaired children in the Russian language, mathematics, familiarization with the outside world, and natural history correspond to similar programs of a general education mass school in terms of the volume and content of the studied material. At the same time, special education programs are built taking into account the developmental characteristics of blind and visually impaired children.
The programs provide for the use of means of correcting and compensating for significantly impaired and absent vision with the help of optical devices, tiflo devices, relief-graphic aids (for the blind), flat-printing aids (for the visually impaired).
A feature of the program in the Russian (national) language in the primary grades of special schools for blind and visually impaired children is that they provide for an increase in the duration of the preparatory period. This work continues at the subsequent stages of teaching the Russian (national) language.
The program in mathematics, as well as the program in the Russian language, provides for an increase in the preparatory period. Much attention is paid to the formation of specific ideas about the size, shape, quantity, spatial position of objects and drawing and measuring actions.
In the programs of schools for the visually impaired "Introduction to the outside world and natural history", the number of subject lessons, excursions and practical classes has been increased, which makes it possible to enrich the visual experience of children and form their ideas about the surrounding reality. Material about the organ of vision and its protection has been introduced into the topic “The human body and the protection of its health”, which contributes to mastering the skills of hygiene and protection of vision. The study of special techniques and methods of orientation and compliance with the rules of the road has been introduced.
When studying natural history at a school for the blind, special attention is paid to the ability to identify elementary signal signs of objects and objects of living and inanimate drives using touch, hearing, smell, residual vision.
The peculiarities of visual arts programs for the blind and visually impaired are, first of all, in the selection of types of objects and means of visual activity.
Teaching general education subjects to blind and visually impaired students is mainly carried out according to the programs of the general education mass school, taking into account the specifics of their development.
1.1 Characteristics of children with visual impairment
Vision is the most powerful source of information about the outside world. 85-90% of information enters the brain through the visual analyzer, and a partial or deep violation of its functions causes a number of deviations in the physical and mental development of the child.*
The visual analyzer provides the most complex visual functions. It is customary to distinguish five main visual functions: 1) central vision; 2) peripheral vision; 3) binocular vision; 4) light perception; 5) color perception.
As noted by V.I. Beletskaya, A.N. Gneusheva (1982), G.G. Demirchoglyan (1996) and others, central vision requires bright light and is designed to perceive colors and small objects. A feature of central vision is the perception of the shape of objects. Therefore, this function is otherwise called shaped vision. The state of central vision is determined by visual acuity. In medical terminology, visual acuity is referred to as Visus. The unit of measurement of the optical medium of the eye is the diopter (D). Visual acuity of the right eye - Vis OD, left - Vis OS. Vision, in which the eye distinguishes two points at an angle of view in one minute, is considered normal, equal to one (1.0). Shaped vision develops gradually: it is detected at 2-3 months of a child's life; movement of the gaze behind a moving object is formed at the age of 3-5 months; at 4-6 months, the child recognizes the relatives caring for him; after 6 months the child distinguishes toys - Vis-0.02-0.04, from one to two years Vis-0.3-0.6. Recognition of the shape of an object in a child appears earlier (5 months) than recognition of a color.
Binocular vision - the ability of spatial perception, volume and relief of objects, vision with two eyes. Its development begins at 3-4 months of a child's life, and the formation ends by 7-13 years. It is improved in the process of accumulation of life experience. Normal binocular perception is possible with the interaction of the visual-nerve and muscular apparatus of the eye. In visually impaired children, binocular perception is most often impaired. One of the signs of a violation of binocular vision is strabismus - a deviation of one eye from the correct symmetrical position, which complicates the implementation of visual-spatial synthesis, causes a slowdown in the pace of movement, impaired coordination, etc. Violation of binocular vision leads to instability of gaze fixation. Children are often unable to perceive objects and actions in relation, experiencing difficulties in tracking moving objects (ball, shuttlecock, etc.), their degree of remoteness. In this regard, such children should be given more time to examine objects and dynamic perception, as well as verbal description of those objects and actions that students will observe on their own. An important means of developing binocular vision are various types of household work and play activities: playing ball, skittles, etc., modeling and designing from paper (origami), cardboard, mosaic classes, weaving, etc. The development of visual-spatial synthesis contributes to improving orientation in space during gaming activities, physical education and sports.
Peripheral vision operates at dusk, it is designed to perceive the surrounding background and large objects, and serves to orient in space. This type of vision is highly sensitive to moving objects. The state of peripheral vision is characterized by the field of view. The field of view is the space that is perceived by one eye when it is stationary. A change in the visual field (scotoma) can be an early sign of certain eye diseases and brain damage. They differ in their location. A relatively small narrowing of the boundaries of the field of view is usually not noticed by children. With more pronounced changes in the boundaries of the visual field, children experience difficulties during orientation and visual-spatial analysis. The presence of livestock in the field of view leads to the appearance of dark spots, shadows, circles and other types of visual field disturbances, complicating the perception of objects, actions, and the surrounding reality.
Visually impaired children have different states of visual fields, due to the nature and degree of visual pathology. Children with a narrowing of the field of vision up to 10 ° can already be recognized as visually impaired and are sent for education to schools of III-IV types. It is important for a physical education teacher to have information about the state of both central and peripheral vision of each student. In physical education lessons, exercise therapy, rhythmics, in the process of spatial orientation, peripheral vision is used, and when reading, examining drawings, visual aids in chemistry, biology, etc., central vision is used. This information should be taken into account in the process of spatial orientation, in movements, in games, when throwing at a target. T.A. Zeldovich (1964), V.V. Vasilyeva (1966) and others note that under the conditions of special training, under the influence of outdoor and sports games, the field of view, spatial vision improves, visual and tactile control over the performance of movements improves.
Thanks to color vision, a person is able to perceive and distinguish the whole variety of colors in the world around him. The appearance of a reaction to color discrimination in young children occurs in a certain order. The fastest way the child begins to recognize the colors red, yellow, green, and later - purple and blue. The human eye is able to distinguish a variety of colors and shades by mixing the three primary colors of the spectrum: red, green and blue (or violet).
Loss or violation of one of the components is called dichromacy. This phenomenon was first described by the English chemist Dalton, who himself suffered from this disorder. Therefore, violations of color vision in some cases are called color blindness. With a violation of the susceptibility of red, red and orange shades appear to children as dark gray or even black. Yellow and red traffic lights are the same color for them.
Tones of the color spectrum differ from each other in three ways: color tone, brightness (lightness) and saturation. The development of contrast in the education of children with visual impairments is important. Strengthening the brightness, saturation and contrast will provide a clearer perception of the depicted objects and phenomena.
In visually impaired children, color vision disorders depend on the clinical forms of low vision, their origin, localization and course. In the blind, instead of vision, the control of hand movements is replaced by muscular feeling. V.P. Ermakov, G.A. Yakunin (2000), referring to the works of V.M. Bekhtereva, E.G. Libman (1974) and others note the fact that both normal-sighted and blind, visually impaired people have skin-optical sensitivity (“skin vision”), the ability of the skin to respond to light and color effects. The difference in color shades, according to the authors, is due to the different qualities of color perception. Color tones are divided into: 1) "smooth" and "slippery" - blue and yellow; 2) "attractive" or "viscous" - red, green, blue; 3) "rough" or "braking" hand movements - orange and purple. The most "smooth" is captured by white, and "braking" - black.
Teachers need to be aware of the color discrimination abilities of students. This is important when demonstrating and using colored sports equipment (balls, hoops, jump ropes, skis, etc.), visual aids, viewing reproductions, etc. In the manufacture of visual aids for children with visual impairments, mainly red, yellow, orange and green colors are used.
Light perception is the ability of the retina to perceive light and distinguish its brightness. Distinguish between light and dark adaptation. Normally seeing eyes have the ability to adapt to different lighting conditions. Light adaptation - the adaptation of the organ of vision to a high level of illumination. Light sensitivity appears in the child immediately after birth. Children who have impaired light adaptation see better at dusk than in the light. Some children with visual impairment have photophobia. In this case, children use dark glasses. Such a child should be offered a place for physical education in the shady part of the hall, sports ground or stand with his back to the sun (light source).
Dark adaptation disorder leads to loss of orientation in low light conditions. The illumination of the sports hall (premises) in schools of III-IV types should be much higher than for students with normal vision.
Visual dysfunctions in school-age children
According to the WHO (World Health Organization, 1999), there are more than 35 million blind people worldwide, and 260,000 in Russia. Blindness can be congenital or acquired. Congenital blindness is a violation of the development of some parts of the brain, optic nerves, retina. Acquired blindness develops after eye diseases: glaucoma, trachoma, keratitis, damage to the optic nerve, as well as after injuries of the eyeball, damage to the orbit and craniocerebral trauma]
A visually impaired child is a term referring to both the blind and visually impaired. The blind are divided into totally blind (Vis - 0) and children with residual vision (Vis from 0 to 0.04 with optical correction with glasses on the best eye) / Visually impaired children are diverse in terms of visual functions. This is primarily due to the clinical forms and the degree of their ocular pathology. Visually impaired people are considered to have visual acuity from 0.2 to 0.6 Os (optical correction with glasses on the best eye). This category includes children with the following diseases: myopia, hyperopia, strabismus, astigmatism, albinism, amblyopia, nystagmus, microphthalmos, children with monocular vision, as well as with impaired central and peripheral vision, etc.
The analysis of special literature allows visual impairment to be conditionally divided into deep and shallow. G.V. Nikulina (2002) proposes the following classification: deep visual impairments are associated with a significant decrease in such important functions as visual acuity and (or) visual field, which have a pronounced organic visual derivation. Depending on the depth and degree of violations of these functions, blindness or low vision may occur. Minor visual disturbances include disturbances in oculomotor functions (strabismus, nystagmus); color vision disorders (color blindness, dichromacy); violations of the nature of vision (disorders of binocular vision); visual acuity disorders associated with disorders of the optical mechanisms of vision (myopia, hypermetropia, astigmatism, amblyopia).
Let us dwell on the most characteristic visual impairments in schoolchildren.
Myopia (myopia) is characterized by a lack of refractive power of the eye, as a result of which children have difficulty seeing distant objects, actions, and what is written on the blackboard. When reading, students bring the book closer to their eyes, bow their heads strongly while writing, squint their eyes when looking at objects - these are the first signs of the development of myopia. The visual capabilities of children with myopia when working near are relatively large. However, continuous long-term visual load at close range should be no more than 15-20 minutes. There are three degrees of myopia: a weak degree - up to 3 D; medium - from 3 to 6 D; high degree - over 6 D. With a high degree of myopia, detachment of the retina is observed. Often the cause of retinal detachment is trauma, excessive physical activity, body shaking, etc.
Currently, myopia is quite widespread and is due to increased visual stress, social and geographical aspects. So, for example, myopia was noted in 60% of graduates of schools in the Russian Federation. There are more children with myopia in cities than in rural areas. Among children involved in sports, myopic children are much less. In children who are poorly developed physically, myopia develops more often and progresses faster.
In order to compensate for myopia, glasses are prescribed. For its treatment, the following are used: spectacle correction, contact lenses, acupressure, drug treatment, physiotherapy, etc. G.G. Demirchoglyan, E.S. Avetisov, E.I. Livado, American ophthalmologist W. Bates and others offer special exercises to improve vision for the treatment and prevention of myopia.
To prevent myopia and stop its progression, many authors (Aldous Huxley, 1997; S.I. Shkarlova, V.E. Romanovsky, 2000; and others) recommend the following set of measures:
General strengthening of the body;
Activation of the functions of the respiratory and cardiovascular systems;
Strengthening the musculoskeletal apparatus of the eye;
Improving the activity of the muscles of the eye, in particular the accommodative muscle;
Strengthening the sclera, etc.
Farsightedness (hypermetropia) is characterized by the fact that the focus of parallel rays after their refraction in the eye is lying behind the retina. In newborns, the eyes are usually
farsighted. As a result of the growth of the eye, the size of the eyeball increases, and by the age of 10 the eyes become proportionate, and if the development of the eye lags behind, then it becomes farsighted. At the same time, the functionality of the visual system when working near is worse than that of myopic people. Far-sighted children have to strain their accommodation apparatus excessively, intense visual work causes visual fatigue in them, which manifests itself in the form of a headache, heaviness in the eyes, in the forehead, and sometimes in dizziness, the letters merge when reading, become unclear. All these phenomena are due to overwork of the ciliary muscle.
Farsightedness is corrected with optical lenses. Early detection, spectacle correction and special exercises to relieve visual fatigue can prevent the occurrence of strabismus.
Since farsightedness is not accompanied by organic lesions of the fundus, suffering children have no contraindications to physical activity.
STRABISE is characterized by the deviation of one of the eyes from the common point of fixation. These children have peripheral vision, a decrease in visual acuity of the squinting eye, the susceptibility of objects with both eyes and the ability to merge their images into a single visual image are significantly reduced or impaired. The causes of occurrence can be: heredity, damage to the central nervous system, various refractive errors of the eye, mental trauma (fear), acute infectious diseases, excessive visual load, etc.
Treatment should begin immediately after detection. Initially, glasses are prescribed, pleoptic treatment is carried out (gluing a better seeing eye), glare with the help of special devices, exercises aimed at restoring binocular vision artificially increase the visual load (reading small print, laying out a small mosaic, sorting various types of cereals, etc.). ). E.S. Avetisov (1975) developed a method of diploptics, which makes it possible to accelerate the formation of normal binocular vision. In some cases, resort to surgical intervention. The vast majority of children with strabismus as a result of treatment can be educated in public schools. If strabismus is combined with a high degree of refractive errors and a decrease in visual acuity, children study in special schools of III-IV types.
ASTIGMATISM - a combination in one eye of different types of refractions or different degrees of refraction of the same type. Symptoms of astigmatism: pronounced phenomena of visual fatigue, headaches, blepharoconjunctivitis, less often - chronic inflammation of the edges of the eyelids. The reasons for the development of astigmatism can be: injury to the eye, surgery on the eyeball, corneal disease.
For the treatment and correction of astigmatism, the following methods are used: spectacle correction, correction with contact lenses, surgical methods of treatment (S.I. Shkarlova, V.E. Romanovsky, 2000). When choosing a correction, the degree of astigmatism is first established, and when assigning glasses, the individual tolerance of the correction, calculated on visual comfort, is taken into account. Moderate astigmatism (up to 0.5 D) is so common that it is called physiological astigmatism.
Nystagmus (eye trembling) spontaneous oscillatory movements of the eyeballs. In direction, it can be horizontal, vertical and rotational; in appearance - pendulum-shaped, jerky and mixed. Causes of nystagmus: lesions of such parts of the brain as the cerebellum, pituitary gland, medulla oblongata, etc. Nystagmus, as a rule, does not cause concern to children, but they experience blurred perception even with sufficiently high visual acuity, visual weakness, which is difficult to correct. Therapy of nystagmus is carried out with the help of spectacle correction (in the presence of refractive errors), pleoptic treatment, strengthening of the accommodation apparatus, drug treatment, which can lead to a partial decrease in the amplitude of nystagmus, and an increase in visual functions.
Amblyopia is a decrease in vision for no apparent reason, which is expressed in a decrease in the acuity of central vision. Often occurs due to forced inactivity of the eye with strabismus and impaired binocular vision. With amblyopia, organic disorders are not observed, but in some cases it can lead to amorrhosis (total blindness).
In blind children, partial atrophy of the optic nerve or complete atrophy of the optic nerve is most common.
Cataract - clouding of the lens of the eye, which leads to a significant decrease in visual acuity.
Glaucoma is an increase in intraocular pressure, which, in turn, leads to an increase in intracranial pressure.
Retrolental fibroplasia is a disease in which a dense membrane of connective tissue and detached retina forms behind the lens as a result of the toxic effect of 80-100% oxygen given to premature babies, which causes partial or complete retinal detachment. Most often, retro-lental fibroplasia ends in blindness. This disease at the present stage ranks second among the total number of eye diseases in children.
Blind children also have such visual impairments as a decrease in the functions of the visual analyzer, damage to the organ of vision or the eye as a whole, tumors of the brain or eye (retinoblastoma), etc.
The teacher, educator, parent needs to imagine how children with various visual impairments see.
Rice. 2.1. The boundaries of the normal Fig. 2.2. Normal vision field of view
Rice. 2.3, a. Half Fig. 2.3, b. half
Rice. 2.4, a. Half Fig. 2.4, b. half
loss of vision loss of field of vision
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Rice. 2.5. This is how a person sees, Fig. 2.6. So sees a person suffering from macular degeneration suffering from cataracts
This is how a person with a retinal detachment sees
glaucoma sufferer glaucoma sufferer
a. retinitis pigmentosa b retinitis pigmentosa
(otherwise called "tunnel vision"
a. This is how a person sees b. This is how a person sees
glaucoma sufferer glaucoma sufferer
Information about the work "Methodology of adaptive physical culture for visually impaired and late-blind children in boarding school 3-4 types of Yakutsk"
The next group of children with deficient dysontogenia is made up of people with visual impairments. Regularities and features of the mental development of persons with impaired visual function are studied by tiflopsychology. Its data is relevant for typhlopedagogy - science of education and training of visually impaired persons.
Depending on the degree of visual impairment, they are divided into blind and visually impaired. Blindness and low vision are a category of psychophysical disorders, manifested in the limitation of visual perception or its absence, which affects the entire process of personality formation and development. Individuals with visual impairments have specific features of activity, communication and psychophysical development.
Blind (blind) - a subcategory of patients with visual impairments, who have no visual sensations at all, have light perception or residual vision, as well as persons with progressive diseases and narrowing of the visual field (up to 10-15 °) with visual acuity up to 0.08.
According to the degree of visual impairment, there are persons with absolute (total) blindness in both eyes, in which visual perception is completely lost, and persons who are practically blind, who have light perception or residual vision, which allows them to perceive light, color, contours (silhouettes) of objects.
Visually impaired - a subcategory of visually impaired persons with visual acuity from 0.05 to 0.2 in the better seeing eye corrected with ordinary glasses. In addition to reduced visual acuity, the visually impaired may have deviations in the state of other visual functions (color and light perception, peripheral and binocular vision).
The task of typhlopedagogy as a science is the development of the following main problems:
1. psychological, pedagogical and clinical study of vision and anomalies of mental and physical development in these disorders;
2. ways and conditions for compensation, correction and restoration of impaired and underdeveloped functions in blindness and low vision;
3. study of the conditions for the formation and comprehensive development of personality in various forms of visual impairment.
4. an important place is occupied by: the development of content, methods and organization of teaching the basics of science, polytechnic, labor and vocational training for the blind and visually impaired;
5. determination of the types and structure of special institutions for their training and education; development of scientific foundations for the construction of curricula, programs, textbooks, private methods.
V. Hayuy (1745-1822), a French teacher, like-minded and follower of D. Diderot, founder of the first educational institutions for the blind in France and Russia, is considered the founder of typhlopedagogy and the education of the blind. Thanks to V. Hayuy, not only the systematic education of the blind began, but also a humanistic attitude was formed towards them as full-fledged members of society in need of education and social and labor rehabilitation.
L. Braille (1809-1852), who lost his sight at the age of three, a pupil, and then a typhlopedagogue of the Paris National Institute for the Blind, became the author of an invention that changed the system of teaching the blind. Based on combinations of six dots, his embossed writing system covers alphabetic, mathematical and other symbols, allowing the blind to read and write freely.
The first educational institution for the blind in Russia was organized in 1807 at the Smolninsk almshouse in St. Petersburg. Children were taught the Law of God, singing, crafts.
During the 19th century Several more schools for the blind were opened, funded by the Guardianship of the Blind. For most students, education was paid and the cost is quite high.
In 1928, the first Soviet school programs for the blind appeared. In the early 30s of the XX century, the first classes of vision protection for visually impaired children appeared in the structure of mass general education schools (in several schools in Leningrad and Moscow), and from the end of the 30s, the first schools for the visually impaired were opened.
Causes and consequences of visual impairment and ways of compensation. Visual impairment can be congenital or acquired.
congenital blindness caused by damage or disease of the fetus during fetal development or is a consequence of the hereditary transmission of certain visual defects.
Acquired blindness usually the result of diseases of the organs of vision - the retina, cornea and diseases of the central nervous system (meningitis, brain tumor, meningoencephalitis), complications after general diseases of the body (measles, influenza, scarlet fever), traumatic brain injuries (head wounds, bruises) or eyes.
Distinguish progressive and non-progressive disturbances of the visual analyzer. With progressive visual defects, there is a gradual deterioration of visual functions under the influence of the pathological process.
Non-progressive defects of the visual analyzer include some of its congenital defects, such as astigmatism, cataracts. The causes of these defects can also be the consequences of certain diseases and eye operations. There are such categories of children with visual impairments as blind born, early blind, who lost their sight after three years of life. This differentiation is based on the fact that the time of loss of vision is very important for the subsequent development of the child.
The time of onset of a visual defect is essential for the mental and physical development of the child. The earlier blindness sets in, the more noticeable are secondary deviations, psychophysical features and the peculiarity of psychophysical development. The mental development of blind-born children follows the same patterns as those of sighted children, but the lack of visual orientation affects most noticeably the motor sphere, the content of social experience.
Loss of vision forms the originality of the emotional-volitional sphere, character, sensory experience. The blind have difficulties in the game, teaching, in mastering professional activities. At an older age, people with visual impairment have everyday problems, which causes difficult experiences and negative reactions.
The development of higher cognitive processes (attention, logical thinking, memory, speech) in blind-born children proceeds normally. At the same time, the violation of the interaction of sensory and intellectual functions is manifested in a certain originality of mental activity with a predominance of the development of abstract thinking.
The difference between blind children and those born blind depends on the time of vision loss: the later the child lost his sight, the greater the volume of visual representations that can be recreated through verbal descriptions. If you do not develop visual memory, partially preserved after loss of vision, there is a gradual erasure of visual images.
A blind child has all the opportunities for a high level of psychophysical development and full knowledge of the world around him, based on a safe analytical network.
Compensatory restructuring largely depends on the safety of vision. Even slight remnants of vision are important for the orientation and cognitive activity of persons with profound visual impairments.
In the process of teaching a teacher, an adult (parents) should proceed from the fact that compensation for blindness begins in a child from the first months of his life.
visually impaired have some opportunity to get acquainted with phenomena, objects, as well as spatial orientation and movement to use their vision. Vision remains their leading analyzer. However, their visual perception is only partially preserved and is not quite complete. Their review of the surrounding reality is narrowed, slowed down and inaccurate, therefore their visual perception and impressions are limited, and the presentations have a qualitative originality.
In visually impaired people with strabismus, the ability to see with two eyes is difficult, that is, binocular vision is impaired.
Among the visually impaired, there are a large number of people with impaired color discrimination functions and contrast sensitivity of vision, there are congenital forms of color perception pathology. Correctional work is aimed at the use of special techniques and methods of observing phenomena and objects based on hearing, touch, smell, which allows children to form complex synthetic images of reality.
Residual vision of the visually impaired is essential for its development, educational, labor and social adaptation, so it must be carefully guarded: regular diagnostics, periodic consultations with an ophthalmologist, typhlopedagogue, psychologist are necessary.
The sense of touch is of great importance in the perception and cognition of the surrounding reality in the blind and visually impaired. Tactile perception provides a complex of various sensations (touch, pressure, movement, heat, cold, pain, texture of the material, etc.) and helps to determine the shape, size of the figure, establish proportional relationships.
Along with the sense of touch in the blind and visually impaired, auditory perception and speech play an important role in various activities.
With the help of sounds, the blind and visually impaired can freely determine the objective and spatial properties of the environment.
Therefore, in the process of training and education of the blind and visually impaired, differentiation exercises are carried out - distinguishing and evaluating the nature of an object with the help of sound, analyzing and evaluating a complex sound field: sound signals are inherent in certain objects, devices, mechanisms and are a manifestation of the processes occurring in them.
The success of persons with visual impairments in mastering various types of activities: subject, game, labor, educational - depends on a high level of development of visual-figurative representations, spatial thinking, spatial orientation. Spatial orientation is an essential part of free movement in space. Various structures of the psychological system that is formed in the blind of different ages are the basis for the effective correction of defects in their spatial orientation.
Home education and training a child with visual impairment has its own characteristics, depending on the state of visual impairment, on the time of its occurrence. Parents of a visually impaired child should regularly receive advice from specialists: a tiflopedagogue, a psychologist, an ophthalmologist, etc.
When communicating with a child, an adult needs to comment on all his actions, which will allow the child to perceive information about what is happening around him with the help of safe analyzers, as if “seeing with the help of hearing”. The success of the compensatory restructuring of the analyzers largely depends on family education and upbringing. It is important to create conditions that correspond to the capabilities of a blind or visually impaired child. The creation of an overly sparing regime or unjustified guardianship has a negative effect on the formation of a person with a visual defect.
The upbringing and education of a blind or visually impaired child in a family requires parents to know the developmental features of a child with visual impairment, the influence of a primary defect on the formation of mental functions, motor, social, educational and other skills, methods and techniques for the formation and development of skills of orientation in space, perception of objects and phenomena of the surrounding world, the ability to communicate and contact with peers and adults, serve themselves, explore and learn about the world around the child with the help of intact feelings.
Preschool institutions for visually impaired children are state institutions for the public education of children who are blind, visually impaired, including children with strabismus and amblyopia, aged 2-3 to 7 years. These institutions are aimed at the education, treatment, possible restoration and development of impaired visual functions in children and preparing them for schooling.
Pedagogical work is aimed at the harmonious development of the child to the extent that it allows to make the level of visual impairment in each individual case, as well as the mental and physical development of the child.
In addition to the educational component, work in preschool groups is aimed at correcting developmental disabilities, restoring residual visual functions, and improving children's health. Considerable attention is paid to the development of the entire compensatory system, primarily hearing, touch, mobility and orientation in space, as well as the formation of self-service skills. Work is underway on hygiene, protection and development of residual vision, correction of the cognitive, personal and motor spheres, the formation of orientation skills in space and self-service.
The development of visual functions is complemented by the development of hearing and touch. Children are prepared for systematic studies at school.
Schools for the blind and visually impaired are an integral part of the unified state system of special education and function on the basis of the principles inherent in this system of education and upbringing of children with special educational needs. Education and education in schools for the blind and visually impaired have a number of their own principles and special tasks aimed at restoring, correcting and compensating impaired and underdeveloped functions, organizing differentiated education.
Concerning schools for the blind and visually impaired children must do the following features:
· teaching and educational;
correctional and developmental;
sanitary and hygienic;
Rehabilitation;
social adaptation;
career guidance.
This ensures the normalization of the development of children with impaired vision, the restoration of broken connections with their environment (social, natural, etc.).
The mental development of blind and visually impaired children, the formation of compensatory processes in them, an active life position, awareness of the ways of self-realization and mastery of them depend primarily on social conditions, primarily on educational ones.
The specifics of the work of schools for blind and visually impaired children is manifested in the following:
taking into account the general patterns and specific features of the development of children based on healthy forces and preserved opportunities;
modification of curricula and programs, increasing the duration of training, redistributing educational material and changing the pace of its passage;
· a differentiated approach to children, reducing the occupancy of classes and educational groups, the use of special forms and methods of work, original textbooks, visual aids, typhlotechnics;
special design of classrooms and classrooms, the creation of sanitary and hygienic conditions, the organization of medical and rehabilitation work;
· Strengthening work on social and labor adaptation and self-realization of graduates.
The country has a developed network of special schools for the education and upbringing of visually impaired children. At some mass general education schools there are classes for the protection of vision.
As noted earlier, schools for blind and visually impaired children (special schools of types 3 and 4) consist of 3 levels:
· Stage I - elementary school;
· II stage - basic school or incomplete secondary school;
III stage - secondary school.
The stages of the school correspond to the three main stages of a child's development: childhood, adolescence, youth.
School of the 1st stage is designed to ensure the formation of the child's personality, the holistic development of its potentialities - treatment, ha-hyena and vision protection, the formation of students' ability and desire to learn.
Second level school lays a solid foundation for general education and labor training, which is necessary for a graduate to continue his education, his full inclusion in the life of society.
School III stage ensures the completion of general education and vocational training on the basis of its differentiation.
The programs of special classes of general education schools for blind and visually impaired children in the Russian language, mathematics, familiarization with the outside world, and natural history correspond to similar programs of a general education mass school in terms of the volume and content of the studied material. At the same time, special education programs are built taking into account the developmental characteristics of blind and visually impaired children.
The programs provide for the use of means of correcting and compensating for significantly impaired and absent vision with the help of optical devices, tiflo devices, relief-graphic aids (for the blind), flat-printing aids (for the visually impaired).
A feature of the program in the Russian (national) language in the primary grades of special schools for blind and visually impaired children is that they provide for an increase in the duration of the preparatory period. This work continues at the subsequent stages of teaching the Russian (national) language,
The program in mathematics, as well as the program in the Russian language, provides for an increase in the preparatory period. Much attention is paid to the formation of specific ideas about the size, shape, quantity, spatial position of objects and drawing and measuring actions.
In the programs of schools for the visually impaired "Introduction to the outside world and natural history", the number of subject lessons, excursions and practical classes has been increased, which makes it possible to enrich the visual experience of children and form their ideas about the surrounding reality. Material about the organ of vision and its protection has been introduced into the topic “The human body and the protection of its health”, which contributes to mastering the skills of hygiene and protection of vision. The study of special techniques and methods of orientation and compliance with the rules of the road has been introduced.
When studying natural history at a school for the blind, special attention is paid to the ability to identify elementary signal signs of objects and objects of living and inanimate drives using touch, hearing, smell, residual vision.
The peculiarities of visual arts programs for the blind and visually impaired are primarily in the selection of types of objects and means of visual activity.
Teaching general education subjects to blind and visually impaired students is mainly carried out according to the programs of the general education mass school, taking into account the specifics of their development.