scholarly journals Application of computer tools for developing and correctional-directed education of children with disabilities of health

KANT ◽  
2020 ◽  
Vol 35 (2) ◽  
pp. 310-313
Author(s):  
Stella Rusinova
Keyword(s):  
Children With Disabilities ◽  
Visual Impairments ◽  
Educational Institutions ◽  
General Development ◽  
Interactive Technologies ◽  
Computer Tools ◽  
Software Products ◽  
Innovative Methods ◽  
Children With Visual Impairments ◽  
Speech Therapists

The article is devoted to the problem of using innovative methods of developing and corrective - directed education and children with disabilities. The study substantiates the didactic potential of this pedagogical technology, the advantages of its use with children with disabilities. The article discusses foreign and domestic development of computer tools used by speech therapists in the process of development and correction of speech, the formation of pronunciation. For children with visual impairments, computer products for the diagnosis and correction of vision are widely represented on the market. In educational institutions, when training children with visual impairments (amblyopia, hyperopia, astigmatism, myopia, strabismus, etc.), medical recovery software is widely used. Programmers are actively developing new software products and defectologists and educators use in their work, aimed at general development and preparation for school, as well as modern multimedia and interactive technologies.

Inclusive education of children with disabilities psychological and pedagogical support of preschool children with visual impairments

2021 ◽  
Author(s):  
Lyubov' Plaksina ◽  
Liliya Druzhinina ◽  
Larisa Osipova
Keyword(s):  
Preschool Children ◽  
General Education ◽  
Inclusive Education ◽  
Visual Impairments ◽  
Educational Institutions ◽  
Federal State ◽  
Spatial Environment ◽  
The Subject ◽  
State Educational ◽  
Children With Visual Impairments

The textbook deals with theoretical and methodological issues of inclusive education of children with visual impairments. Clinical, psychological and pedagogical characteristics of preschool children with visual impairments are given. The features of the organization of the subject-spatial environment, the correctional orientation of general education classes are shown. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Special (defectological) education", "Psychological and pedagogical education" , for students of advanced training and retraining courses in the field of special and inclusive education.

scholarly journals Maturity for School among Pre-primary Children with Visual Impairments as Prerequisite for Successful Socialisation

Pedagogika ◽  
2014 ◽  
Vol 116 (4) ◽  
pp. 213-225
Author(s):  
Vytautas Gudonis ◽  
Audrė Urbienė
Keyword(s):  
Longitudinal Research ◽  
Visual Impairments ◽  
Educational Institutions ◽  
Research Results ◽  
Insufficient Attention ◽  
Visual Disorders ◽  
Children With Visual Impairments

The article presents the results of the longitudinal research on school maturity of pre-primary children with visual impairments, which was conducted from 2003 to 2013. Following the results of this longitudinal research, the problems of education of pre-primary children with visual disorders, which were determined by visual impairments and insufficient attention of educators, were identified. The article makes attempts to reveal the content of school maturity and, on the basis of the acquired research results, to prove the necessity to carry out research on school maturity of pre-primary children attending educational institutions twice a year, preparing individual recommendations after the first research.

scholarly journals MODERN INFORMATION TECHNOLOGIES AND INNOVATIVE METHODS OF TRAINING IN THE PROCESS OF ARTISTIC SPECIALTIES PROFESSIONALS TRAINING

2019 ◽  
Vol 1 (33) ◽  
Author(s):  
A. Marchenko
Keyword(s):  
Communication Technology ◽  
Computer Technology ◽  
Information Technologies ◽  
Educational Process ◽  
Interactive Technologies ◽  
Computer Tools ◽  
Modern Computer ◽  
Innovative Methods ◽  
Educational Concept ◽  
Information And Communication

The article presents the results of the concept analysis, information and communication technology of education as a parallel, interconnected development of computer technology in the framework of educational concept. The potential and prospects for the development of information technologies in the modern educational environment are revealed. Possible methods of information technologies implementation in the sphere of art education are considered. Using traditional didactic approaches, a number of methods have been highlighted that will provide an opportunity to effectively use the latest achievements of information technologies in the educational process of artistic specialties.          In order to improve the efficiency of modern computer tools using in the educational process offered variants of classifications, where each of the classifications corresponds to educational tasks of artistic and professional training.Key words: technology, computer technology, design, artistic design, interactive technologies of learning, portfolio, installation, performance.

scholarly journals ANALYSIS OF THE HEALTH STATUS OF 9–14-YEAR-OLDS WITH VISUAL DEPRIVATION TAKING PART IN A PEDAGOGICAL EXPERIMENT

2021 ◽  
Author(s):  
A.V. Fominykh ◽  
◽  
A.A. Vlasov
Keyword(s):  
Health Status ◽  
Medical Records ◽  
Visual Impairments ◽  
Boarding School ◽  
Visual Deprivation ◽  
Innovative Methods ◽  
The Impact ◽  
Children With Visual Impairments

The article contains the results of a study on the study of medical records of children enrolled in a “Boarding School for children with visual impairments” for the subsequent implementation of a pedagogical experiment. The study revealed indicators of ophthalmic and concomitant diseases, secondary abnormalities acquired due to the presence of the main disease. The results obtained allow us to organize a pedagogical experiment with the development of innovative methods aimed at the effectiveness of the impact on the motor sphere of students.

scholarly journals Correctional orientation of aesthetic education of children preschool age with disabilities

2021 ◽  
Vol 53 (5) ◽  
pp. 430-445
Author(s):  
Lilia A. Druzhinina ◽  
◽  
Larisa B. Osipova ◽  
Vitaly S. Tsilitsky ◽  
Lyubov M. Lapshina ◽  
...  
Keyword(s):  
Mental Retardation ◽  
Everyday Life ◽  
Children With Disabilities ◽  
Visual Impairments ◽  
Aesthetic Education ◽  
Theory And Practice ◽  
Aesthetic Perception ◽  
Aesthetic Development ◽  
Correctional Orientation ◽  
Children With Visual Impairments

Introduction. The state policy in relation to children with disabilities (hereinafter referred to as children with disabilities) is aimed at updating the content of correctional and pedagogical assistance, one of the leading tasks of which is aesthetic development and upbringing. The specificity of the defect in children with disabilities is expressed in the difficulties of the formation of aesthetic culture and aesthetic perception of the world around them, which is one of the factors that negatively affect personality development, manifested in the inability to sociocultural adaptation and requires new approaches to solving this problem in the theory and practice of correctional pedagogy. Aim of the study: determination of the correctional orientation of aesthetic education of children with disabilities in the context of the basic component of aesthetics - the aesthetics of everyday life. Materials and methods. In the course of the study, the formation of knowledge about beauty, etiquette when receiving guests, eating meals was studied; the ability to evaluate serving and table behavior from the point of view of aesthetics; the ability to independently set the table, behave in accordance with the requirements of etiquette. The study involved 348 preschool children with visual impairments of varying severity (EG – 1, 116 people) and mental retardation (EG – 2, 122 people), with normal psychophysical development (EG – 3, 110 people). Results. As a result of the study, differences were established in the formation of the mechanism of aesthetic development in children of experimental EG-1 – CG (temp = -2.977; p≤0.003) EG-2 – CG (temp = -2.23; p≤0.027) in comparison with control group (CG). As a result, the features of the components of aesthetic development in children with mental retardation (PD) and children with visual impairments were revealed. So the worst formed is the cognitive component in children with CRD, 11%, in comparison with children with visual impairments (28%). The estimated component in children with visual impairments corresponds to 17% and 14% in children with CRD. The behavioral component is worse formed in children with visual impairments (14%); in children with mental retardation, the indicator of formation corresponds to 21%. Conclusions. The data obtained made it possible to prove the advisability of choosing the aesthetics of everyday life as the fundamental social competence necessary for the successful development of a child with disabilities and his entry into society. The peculiarities of the aesthetic development of children with mental retardation and visual impairment revealed in the course of the study became the leading factor for determining the corrective orientation of aesthetic education, which involves solving special (correctional) tasks in accordance with various components of the mechanism of aesthetic development of a child with disabilities (in the context of everyday aesthetics).

Enhancing the Social Interaction Skills of Preschoolers with Visual Impairments

2002 ◽  
Vol 96 (8) ◽  
pp. 576-584 ◽  
Author(s):  
Tana D'Allura
Keyword(s):  
Social Interaction ◽  
Observational Study ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Visual Impairments ◽  
Interaction Patterns ◽  
Longitudinal Observational Study ◽  
The Social ◽  
Social Interaction Skills ◽  
Children With Visual Impairments

This longitudinal, observational study of 13 children in a preschool for children with visual impairments examined the effects of reverse mainstreaming, in combination with the cooperative learning strategy, on the social interaction patterns of preschoolers with and without visual impairments. It found that the type of environment provided and the learning strategies used affect both whether and how children relate to their environment.

The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study

2021 ◽  
Vol 115 (1) ◽  
pp. 28-41
Author(s):  
Lauren J. Lieberman ◽  
Katie Ericson ◽  
Maria Lepore-Stevens ◽  
Karen Wolffe
Keyword(s):  
Focus Group ◽  
Independent Living ◽  
Core Curriculum ◽  
Low Vision ◽  
Visual Impairments ◽  
Structured Learning ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Expanded Core Curriculum ◽  
Children With Visual Impairments

Introduction: The expanded core curriculum (ECC) refers to the generally accepted nine areas of instruction that children who are visually impaired (i.e., those who are blind or have low vision) must learn through explicit instruction in order to live independently as adults. Children with visual impairments must experience immersion in the ECC in their daily lives throughout the year rather than only being taught these skills during the school year by teachers of students with visual impairments. Therefore, this research was undertaken to determine whether athletes attending Camp Abilities, a sports camp for children with visual impairments, experienced new ECC skills or practiced previously learned ECC skills and if so, how. Method: Researchers chose to interview 10 athletes from a purposeful sample of 30 children who had previously attended camp. The 10 coaches who worked with these athletes one-on-one participated in focus group discussions at the end of the weeklong camp. In addition, all athletes and coaches attending camp listed their thoughts on posters describing how all athletes attending experienced areas of the ECC. Finally, researchers documented observations of athletes’ opportunities to practice ECC content throughout the weeklong program. Researchers transcribed interviews and focus group discussions and reviewed for themes relating to ECC areas that were part of the students’ lived experience during camp. Results: Three major conclusions emerged from reviews of the interviews, discussion group transcripts, posters, and observations: (1) athletes and coaches were initially unclear about what the ECC areas were and how the athletes experienced the ECC in their everyday academic and home activities; (2) following clarification of the ECC areas, the athletes came to recognize how they learned and applied ECC skills during the camp experience; and (3) a more structured instructional approach to applying the ECC at camp may further enhance their experiences. Discussion: The youth participants were not able to list and describe all of the ECC areas when interviewed at the end of camp. However, adult participants (coaches) listed most ECC areas and described how athletes experienced the ECC during camp in their focus group discussions. Once researchers clarified ECC areas for athletes, they identified self-determination, recreation and leisure, social interaction, and independent living as the areas of the ECC most often experienced during camp. Implications for practitioners: Practitioners need to pay attention to structured learning of the ECC areas and consider articulating for students which areas overlap in their everyday lives, so that they are fully aware of the multiple skills they are acquiring. Camp Abilities is a functional way for youths with visual impairments to experience all areas of the ECC.

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