Peculiarities of Organization of Teaching Process of Visually Impaired Children

2018 ◽  
Vol 6 (2) ◽  
pp. 14-17
Author(s):  
А. Попова ◽  
A. Popova
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Visually Impaired ◽  
Compensatory Education ◽  
School Age ◽  
Educational Organization ◽  
Primary School Age ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

The article considers the problem of compensatory education for children with disabilities in conditions of inclusive education. Based on the experience of the work of the educational organization, the features of organization of the process of teaching visually impaired children of preschool and primary school age are revealed. Attention is focused on ensuring continuity between preschool and primary education of children with visual impairments.

Features of diagnostic and correctional and developmental work of preschoolers with visual impairments

2020 ◽  
Vol 60 (11) ◽  
pp. 8-11
Author(s):  
Tamilla Huseyn Agayeva ◽  
Keyword(s):  
Visually Impaired ◽  
Mental Development ◽  
Preschool Age ◽  
Early Age ◽  
School Age ◽  
Methods And Techniques ◽  
Main Period ◽  
Primary School Age ◽  
Impaired Children ◽  
Visually Impaired Children

Summary It is known that early age is the main period of a child's physical, mental and personal develop ment. The most important issue in the organization of correctional and developmental work during this period is taking into account the peculiarities of mental development at an early age in children with visual pathology. Thus, this information ensures the use of adequate methods and techniques in the pedagogical process. In this regard, early diagnosis of the mental develop ment of a child with visual pathology at this age is of particular importance. Various methods are used to diagnose the mental development of visually impaired children of preschool and primary school age. Key words: preschool age, visual impairment, correction, compensation, diagnostics, correctional and developmental

scholarly journals School maturity of pre-school age visually impaired children

2015 ◽  
Vol 3 ◽  
pp. 33
Author(s):  
Vytautas Gudonis
Keyword(s):  
Visually Impaired ◽  
Motor Coordination ◽  
School Education ◽  
School Age ◽  
Visual Motor Coordination ◽  
Number Of Children ◽  
Hyperactive Children ◽  
Visual Motor ◽  
Impaired Children ◽  
Visually Impaired Children

The sample or research is 310 pre-school age visually impaired children. The average age of the surveyed is 6.3 years, the sharpness of vision is V 0.3–1. The research employed the methods for assessment of children’s maturity for school worked out by G. Gintilienė, D. Butkienė, S. Girdzijauskienė et al. (2005). During the investigation, essential problems of pre-school age visually impaired children have been estimated: a number of hyperactive children increases; also, a number of children who can hardly focus and retain attention increases; poor visual-motor coordination; narrow vocabulary; they explain notions of active vocabulary with difficulty. Results of school maturity of pre-school age visually impaired children proved significance of pre-school education institutions in visually impaired children’s preparation for school. It has been found that when surveying children of pre-school groups twice, in September and May, as well as preparing and using psychologists’ recommendations for pedagogues and parents, the level of pupils’ school maturity increases.

scholarly journals Педагогические условия формирования основ безопасного поведения детей старшего дошкольного возраста

2021 ◽  
Vol 62 (1) ◽  
pp. 15-28
Author(s):  
А. А. Листопад
Keyword(s):  
Visually Impaired ◽  
School Age ◽  
Topical Issue ◽  
Safety Behavior ◽  
Safe Behavior ◽  
Educational Guidance ◽  
Impaired Children ◽  
Type Of Behavior ◽  
Visually Impaired Children

The article highlights the relevance and necessity of educating the children of older pre-school age in the principles of safe behavior. The features of laying the foundations for safe behavior of children of older pre-school age have been analyzed. The pedagogical conditions for laying the foundations for safe behavior among children of older pre-school age have been defined and substantiated. The characteristics of a preschool student with experience of safe behavior are presented. The article considers a topical issue of pedagogic that is the formation of the personality with a safe type of behavior. The article establishes the necessity of a purposeful educational guidance to form a basis for safety behavior in visually impaired children.

Experimental Method For Developing And Correcting Figurative Speech Among Visually Impaired Primary School Age Children

2020 ◽  
Vol 7 (2) ◽  
pp. 58-63
Author(s):  
Svitlana Fedorenko ◽  
Marina Polykovski
Keyword(s):  
Primary School ◽  
Experimental Method ◽  
Visually Impaired ◽  
Speech Development ◽  
School Age Children ◽  
School Age ◽  
Primary Schoolchildren ◽  
Figurative Speech ◽  
Primary School Age ◽  
Impaired Children

The article presents special methodology for developing figurative speech, which has a compensatory value among primary schoolchildren, with reduced vision. The complexity of the figurative speech understanding process and the need for developing it among visually impaired children was specified by the scientists, Litvak (2006), Sineva (2008), Fedorenko (2015). The principles (general didactic, linguo-didactic, and special) and the main tasks for developing and correcting each figurative speech component among younger vision-impaired learners are defined as follows: cognitive (development of the visual-figurative basis of speech); emotional (the development of speech expressiveness and the emotional-sensory sphere) and creative-practical (formation of skills and abilities for using the exponents of imagery in speech proficiently, the development of skills for active work with words). The directions of correctional work for each figurative speech component are described. The results obtained by implementing the experimental method indicated positive dynamism in figurative speech development among younger vision-impaired learners in the experimental classes for all the components established in the experimental study, pointing to the effectiveness of the proposed work method on their formation and correction. It was stated that vision impaired children are able to understand and explain the essence of imagery expression, which is available to pupils of primary school age; expressively read and talk about their feelings and emotions from the read literary text; use the means of imagery in their own speech consciously and appropriately, with special pedagogical guidance.

Family Support of the Emergent Literacy of Children with Visual Impairments

1996 ◽  
Vol 90 (3) ◽  
pp. 194-200 ◽  
Author(s):  
C.J. Craig
Keyword(s):  
Family Support ◽  
Emergent Literacy ◽  
Parental Support ◽  
Literacy Development ◽  
Visually Impaired ◽  
Primary Literacy ◽  
Children's Literacy ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

This study of the frequency and nature of parental support for the emergent literacy of 264 visually impaired children found differences in support based on the primary literacy medium and presence of additional disabilities. These differences were in the areas of literacy opportunities at home and parents’ expectations of and priorities for their children's literacy development.

The Development of Social Understanding in Children with Visual Impairments

1995 ◽  
Vol 89 (4) ◽  
pp. 349-358 ◽  
Author(s):  
L.M. McAlpine ◽  
C.L. Moore
Keyword(s):  
Visually Impaired ◽  
Vision Loss ◽  
Visual Impairments ◽  
False Belief ◽  
Social Understanding ◽  
Central Aspect ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

This article reports on the performance of 16 visually impaired children, aged 4–12, on tasks designed to assess their understanding of false belief, a central aspect of social understanding. The study found that the development of understanding of another's false belief is delayed in children with severe visual impairments and that the degree of vision loss seems to be a key variable in that development.

scholarly journals Oddziaływania tyflomuzykoterapeutyczne wspierające rozwój ruchowy dziecka z niepełnosprawnością wzroku

2018 ◽  
pp. 153-166
Author(s):  
PAWEŁ CYLULKO
Keyword(s):  
Music Therapy ◽  
Motor Development ◽  
Visually Impaired ◽  
Music Therapist ◽  
Psychomotor Delay ◽  
Therapy Interventions ◽  
Musical Interaction ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

Paweł Cylulko, Oddziaływania tyflomuzykoterapeutyczne wspierające rozwój ruchowy dziecka z niepełnosprawnością wzroku [Typhlo music therapy interventions that facilitate motor development of visually impaired children]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 153-30. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.09 The article discusses the possibilities of using music therapy to facilitate motor development of children with visual impairments. Cognitive functioning of children without vision implies certain psychophysiological, emotional and social problems, including substantial delay in motor development in comparison to non-impaired peers. Thanks to the integration of music with various forms of movement and the sonic and musical interaction between a music therapist and a child, it is possible to reduce the child’s psychomotor delay, and improve their orientation and locomotion in small and large spaces. The author, musician, teacher and music therapist, shares his observations and experiences gained during almost thirty years of workwith children at the Maria Grzegorzewska Lower Silesian Special Educational Centre No. 13 for the Blind and the Visually Impaired in Wrocław.

Use of the HOME Inventory with Families of Young Visually Impaired Children

1994 ◽  
Vol 88 (2) ◽  
pp. 140-151 ◽  
Author(s):  
S.L. Rock ◽  
D.N. Head ◽  
R.H. Bradley ◽  
L. Whiteside ◽  
J. Brisby
Keyword(s):  
Early Childhood ◽  
Visually Impaired ◽  
Visual Impairments ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

The study reported here examined the usefulness of the Infant-Toddler and the Early Childhood forms of the HOME Inventory as applied to children who are visually impaired. The results indicated that families of children with visual impairments scored about the same as did families in the norm groups.

Impact of Early Experiences on the Development of Young Children with Visual Impairments: Revisited

1997 ◽  
Vol 91 (2) ◽  
pp. 131-144 ◽  
Author(s):  
J. Dote-Kwan ◽  
M. Hughes ◽  
S.L. Taylor
Keyword(s):  
Home Environment ◽  
Visually Impaired ◽  
Daily Routines ◽  
Maternal Behaviors ◽  
Early Experiences ◽  
Several Variables ◽  
One Year ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
Children With Visual Impairments

This study examined the influence of several variables (maternal behaviors, home environment, and family's socioeconomic status) on the development of young visually impaired children. Specifically, 15 mother-child dyads were observed in their homes during daily routines at two points in time: when the children were aged 20–36 months and about one year later. Overall, the study found that maternal behaviors had more of an impact on the children's development at Time 1 than did the other variables, but at Time 2, the home environment appeared to have a greater influence.

Sign in / Sign up

Export Citation Format

Share Document