Reinforcement
Activities with children with visual impairments. Game exercises for the prevention of visual impairment Corrective work with preschool children with visual impairment

Activities with children with visual impairments. Game exercises for the prevention of visual impairment Corrective work with preschool children with visual impairment

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LECTURE

on the topic: "Correctional work with children with visual impairment"

Section 1. Preschool age - a sensitive period in the development of perception

Topic 1. Perception in ontogeny

Topic 2. Visual perception in visual impairment

Section 2. Development of visual perception as an important area of correctional work with children with visual impairments

Topic 1. Psychological foundations for managing the development of visual perception

Topic 2. Pedagogical foundations for managing the development of visual perception

Topic 3. Forms and methods of organizing psychological assistance for the development of visual perception

Topic 4. Planning work on the development of visual perception

Literature

Section 1.Preschool age - sensitiveny period of development of perception

Topic 1.Perception in ontogeny

A feature of the activities of the central nervous system child after birth is the prevalence of subcortical formations. The brain of a newborn is still underdeveloped, the cortex and pyramidal pathways do not have complete differentiation. As a result, there is a tendency to diffuse reactions, to their generalization and irradiation, and such reflexes are caused that adults have only in pathology.

This feature of the central nervous system of the newborn significantly affects the activity of sensory systems, in particular visual. With a sharp and sudden illumination of the eyes, generalized protective reflexes may occur - a general shudder of the body and the Peiper phenomenon, which is expressed in the narrowing of the pupil, the closing of the eyelids and the strong tilting of the child's head back. Eye reflexes also appear when other receptors are stimulated, in particular tactile. So, with intense scratching of the skin, the pupils dilate, with a light tap on the nose, the eyelids close. There is also the phenomenon of puppet eyes, in which the eyeballs move in the opposite direction to the passive movement of the head.

In conditions of illumination of the eyes with bright light, a blinking reflex and abduction of the eyeballs upward occur. Already at the birth of a child, there are a number of unconditioned visual reflexes - a direct and friendly reaction of the pupils to light, a short-term orienting reflex of turning both eyes and head to a light source, an attempt to track a moving object. On the 2-3rd week, the formation and improvement of the functions of object, color and spatial vision.

Already in the first months of a child's life, the retinal optomotor reflex of direction and the fixation reflex develop. At birth, a child does not have conscious vision. Under the influence of bright light, his pupil constricts, his eyelids close, his head jerkily leans back, but his eyes wander aimlessly independently of each other.

In 2-5 weeks after birth, strong lighting encourages the child to keep his eyes relatively still and stare at a light surface. By the end of the first month of life, optical stimulation of the periphery of the retina causes a reflex movement in aza, which brings the center of the retina under the action of optical stimulation. This central fixation is at first fleeting and only on one side, but gradually, through repetition, it becomes stable and bilateral. During the 2nd month of life, the child begins to master the near space. At first, close objects are visible in two dimensions (in height and width). At the 4th month, a grasping reflex develops in children. From the second half of life. Visual representations of distance are created, this function develops later than others. It provides a three-dimensional perception of space and is compatible only with the complete coordination of the movements of the eyeballs and with symmetry in their position.

Thus, already at the age of 2 months, a child develops a functional relationship between both halves of the visual analyzer and between the optical and motor apparatus of the eyes, i.e., primitive binocular vision. The formation and development of perfect binocular vision occurs at the age of 2-6 years.

Topic 2visualcoping with visual impairment

Modern scientific research has proven that a decrease in the functions of vision, which inevitably leads to a decrease in the speed and accuracy of perception, causes fragmentation, distortion in the perception of single objects and group compositions, makes it difficult to establish cause-and-effect relationships between objects and phenomena, slowness and fuzziness of their identification, violates simultaneity, perception distance. In addition, in children experiencing visual deprivation, there is a weakening of some properties of perception. Thus, the selectivity of perception is expressed in narrowing the range of interests, reducing the activity of reflective activity, which in turn leads to a decrease in the quantity and quality of ideas about the phenomena and objects of the surrounding world. Children with visual impairments are also characterized by a weaker level of emotional perception of objects in the outside world, as compared to normally seeing children, etc. sensitive period perception visual impairment

An analysis of scientific data and the results of observations of the practical activities of children in this category suggests that children with visual impairments experience serious difficulties in determining the color, shape, size and spatial arrangement of objects, in mastering practical skills, in performing practical actions, in orienting themselves on their bodies. , working surface, in space.

In addition, the shortcomings of visual perception, causing the formation of fuzzy, undifferentiated images of representations, negatively affect the development of mental operations (analysis, synthesis, comparison, generalization, etc.) of preschoolers, which greatly complicates their cognitive activity.

In the course of cognitive activity, children with visual impairments experience difficulties associated with both the pace of work and the quality of tasks. For this category of children are characteristic:

A low level of ability to holistically, in detail and consistently perceive the content of the plot picture, composition, including a large number of heroes, details; highlight the first, second plans;

Low level of ability to recognize objects depicted in various options(contour, silhouette, model);

Low level of development of hand-eye coordination, which underlies the acquisition of writing and reading skills;

Poor memorization of letters;

The impossibility of distinguishing between the configuration of letters, numbers and their elements similar in spelling;

Formation of fuzzy, incomplete or inadequate visual images;

Skipping or the appearance of new (extra) elements in a series of homogeneous objects;

Low level of mastery of writing and reading skills;

The presence of serious difficulties in copying letters;

The appearance of mirror writing of letters, which is persistent, etc.

The presence of these difficulties in preschool children with visual impairments inevitably leads to a decrease in academic performance. A constant situation of failure, becoming a source of negative emotions, often flies into negative emotional states, which reduces the positive motivation for cognitive activity and may cause the formation of negative personality traits in such children.

Thus, a child with visual impairments during preschool education, being in the role of a subject of the educational process, experiences significant difficulties, which, in turn, requires special support from teachers of an educational institution for this category of children. The provision of such support will not only make it possible to largely level the difficulties that arise in this category of children in practical and cognitive activities, but also, in accordance with modern scientific data, will help to have a positive effect on the cerebral cortex and thereby reduce the dependence of the formation of visual functions on visual defect.

Section 2The development of visual perception as an important area of correctional work with childrenwe have visual impairments

Topic 1.Psychological basis of RA management

The psychological foundations for managing the development of visual perception of preschoolers with visual impairments include, firstly, the leading provisions of psychology on the sensory development of a child and, secondly, experimental data that reveal the features of visual perception of children with a visual defect.

Domestic psychologists (B.G. Ananiev, L.A. Venger, A.V. Zaporozhets, A.A. Lyublinskaya, A.P. Usova and others) developed a theory of human sensory organization, in which the place of sensory development of the child was determined. Identification of the leading ideas of this theory in the light of the tasks of special education for children with visual impairment allows us to use the provisions of general psychology to justify the direction, choice of methods and techniques of the correctional and pedagogical process for the development of visual perception of children with different degrees and nature of the visual defect.

When solving the problems of developing the visual perception of children with functional visual impairment, it is necessary to proceed, first of all, from the position of psychology that the sensory-perceptual organization of the child is “a single system of analyzers of all modalities without exception, included, in turn, in the general structure of human development” (B.G. Ananiev, 1982). This unity ensures the integrity of the reflection of objective reality. Therefore, the process of controlling the development of visual perception in children with visual impairments cannot be considered outside the tasks of the development of other analyzer systems and outside the tasks of the holistic psychophysical development of the child. This approach determines the implementation of corrective pedagogical work on the development of visual perception as an integral part of the entire process of sensory education of the child. In addition, it must be borne in mind that the visual system is designed to integrate systems of any modality. This allows the child to preschool age visualize all sensory experience. However, in cases of visual impairment, the process of visualization of sensory experience occurs at a slower pace.

The choice of ways for the development of visual perception is connected with the position of psychology that perception as a process of formation and functioning of a sensory image of reality is a complex combination of various formations: functional, operational and motivational. It is this trinity that provides a qualitative perception of the environment. In addition, if we conditionally divide the single structure of the perceptual process into functional, operational and motivational mechanisms, then we can talk not only about their interdependence and interdependence, but also about the independent influence of each formation on the level of visual perception.

It is important to note the intravital nature of the occurrence of these formations. It is in the process of accumulation and generalization of the individual experience of the child in the course of education that they develop. Even genetic conditioning, which forms the basis of the functional mechanisms of perceptual processes, “really exists only in conjunction with the accumulation of individual experience through the formation, differentiation and generalization of conditional connections, in which the training of functions is carried out” (B.G. Ananiev, 1982);

The emergence and improvement of conditional connections are provided by operational mechanisms, which include various perceptual actions. It is essential that perceptual actions are formed in the process of practical operation with objects of observation and, therefore, are not set by the very organization of analyzers. Operating mechanisms are mediated by sensory standards - the means of perceptual actions. However, mastering sensory standards requires not only time, but also a certain level of functional development, at which only it is possible to operate with them. It must be borne in mind that operational mechanisms, acting as a factor in stabilizing functions, have a positive effect on the ways of perceiving the environment, which in turn has a positive effect on the preservation, and in some cases, on the development of visual functions.

The quality of reflection of the environment depends on the direction, selectivity and intensity of perceptual processes. The selected properties of perception are determined by the motivational side. Motivation of perception is also a factor of individual development in terms of learning. When managing the development of visual perception of children with visual impairments, the teacher first of all needs to form the motivation for perception in the gnostic direction: from elementary orienting-exploratory reactions to complex types curiosity and learning interests. At the same time, it is important to remember that the need for vision, cognitive interests child have a regulatory positive effect on both functional and operational mechanisms.

Thus, the work of a typhlopedagogue on the development of visual perception of preschool children with visual impairment, first of all, should involve a targeted impact on all perceptual mechanisms.

The volume and quality of children's mastery of sensory standards are one of the indicators of the characteristics of visual perception, since sensory standards are defined by psychologists as a means of implementing the perceptual process. Therefore, the teacher, determining the level of development of visual perception of children who entered the first grade, first of all, must identify the level of formation of their ideas about visual sensory standards, which in turn determines the child's sensory readiness for learning.

Difficulties in children with visual impairments mainly arise in the process of recognition, localization, correlation of previously learned forms, especially if the object of perception is offered in a new spatial arrangement. This fact indicates that visual impairments in visually impaired children manifest themselves not only at the level of image formation, but also at the level of using existing images.

Difficulties in mastering space by schoolchildren with visual impairments are associated with the inability of the majority of children, to be sure, to assess the relative position of objects, to localize set value, correlate objects by size when perceiving space and estimate the distance between objects.

The low level of formation of sensory standards and the ability to operate in such children leads to persistent secondary deviations in their visual perception: distortion, diffuseness, fragmentation, non-differentiation, which in turn leads to a decrease in success learning activities.

Thus, it becomes obvious that the effectiveness of work on the development of visual perception in children with visual impairments is largely determined by the knowledge of the psychological foundations of managing the process of visual perception.

Topic 2Pedagogical foundations of ra managementdevelopment of visual perception

The pedagogical foundations for the development of visual perception of children with visual impairments include the leading provisions of pedagogy that determine approaches to managing the development of a child. school age.

The conclusions of tiflopsychology about the general patterns of development of cognitive activity in children with normal and impaired vision make it possible to base the correctional and pedagogical process for the development of visual perception on the general principles of managing the development of a preschooler. However, the effectiveness general principles is determined by the originality of their content and implementation, taking into account the peculiarities of visual perception of preschoolers with visual impairments. This, in turn, makes it possible to observe a certain ratio of general and special in correctional and pedagogical work aimed at developing visual perception as a mental process.

One of the leading principles of domestic pedagogy is a comprehensive approach to raising a child. The peculiarity of its implementation in the educational process is determined by the need for purposefulness, simultaneity and interconnectedness of the processes of medical rehabilitation and correctional development work. This allows the teacher to purposefully and specifically influence each of the components that determine the high level of development of visual perception: functional, operational, motivational, and at the same time develop visual perception as a single, integral mental process.

The implementation of the principle of an integrated approach in this aspect implies a significant expansion of the content of education by including correctional classes for the development of visual perception in the curriculum, conducting frontal and individual classes for the development of visual perception in the afternoon and performing various exercises for the development of vision at home. An integrated approach involves researching the initial level of development of visual perception and visual functions using medical, psychological and pedagogical methods, as well as correcting the content, techniques and forms of correctional work in accordance with the results of the current comprehensive diagnostics of the level of development of visual perception, the state and level of development of visual functions .

Dynamic principle of education and upbringing junior schoolchildren is common to children with normal development and children with developmental problems. The peculiarity of the implementation of the dynamic principle involves not only taking into account age-related changes in the development of the child, but also the dynamics of the degree and nature of visual impairment and secondary deviations. The current diagnostics of the level of development of visual perception and visual forms, allowing you to make the necessary adjustments to the content, forms and methods of work, ensures the personality-oriented nature of treatment, rehabilitation and correctional and pedagogical activities in relation to each child with visual impairments.

It is necessary to refer the principle of developmental education to the main principles of managing the development of visual perception. In the conditions of special pedagogical work, its implementation involves purposeful management of the development of visual perception of younger students, determines the organization of children's visual activity at different levels (from elementary actions to broad cognitive activity). At the same time, anticipatory learning is manifested in setting such educational tasks for the child, the productivity of solving which is determined not only by the real, but also by the necessary level of development of visual perception. Thus, the visual activity of children is activated.

The principle of systematicity and consistency in the process of working on the development of visual perception lies in the fact that the logical order of learning is determined not only by the general patterns of the course of this process, but also by the state of vision, the stages of medical and rehabilitation work, and the tasks of correctional and pedagogical activities. The heterogeneity of the contingent of younger schoolchildren entering the first grade, according to the level of development of their visual perception and the degree and nature of the visual defect, suggests specific means of achieving a systematic and consistent educational process: increasing the level of sensory readiness for learning, developing visual-motor coordination, visual- spatial orientation, etc.

The principle of accessibility of education in pedagogical work on the development of visual perception means that younger students with visual impairments (especially those who have not attended special preschool institutions) should be specially trained in what children with normal vision comprehend on their own. Only in such conditions, children with visual impairments will be able to achieve a certain level of learning in a general education school.

In addition, speaking about the pedagogical foundations for managing the development of visual perception, it is necessary to rely on the principle of comprehensiveness, the implementation of which determines the implementation of work on the development of visual perception in children with visual impairments in various types activities (educational, leisure, creative).

The principle of consciousness and activity implies the constant and creative participation of children in the assimilation and application of knowledge and allows the teacher to purposefully manage the motivational side of visual perception, which is an important factor in the high level of its development. The means of implementing this principle in special pedagogical work is the selection of such teaching material that would be significant for the child's knowledge of the world around him. this moment. This contributes to the activity of operating with the knowledge and skills of children, which is necessary for a solid assimilation of the acquired knowledge.

The implementation of the principle of continuity, that is, constant multi-stage learning, not only contributes to the enrichment of the sensory experience of children, but also ensures the continuity of work on the development of visual perception in preschool and school stages child's life.

At present, science has accumulated experimental data indicating that the degree and nature of the primary defect, the age of children, the conditions for accumulating their previous sensory experience and upbringing unevenly affect the development of visual perception in children with visual impairments. This determines the necessity and importance of using the principles of differentiated and student-centered learning. The application of these principles in the system of pedagogical work on the development of visual perception of younger students with visual impairments involves a deep and comprehensive study of each child. It is the analysis of the results of diagnostic studies that should be the basis for the creation and use of correctional programs.

The implementation of the above pedagogical principles creates conditions that ensure the leveling of difficulties in mastering educational activities by younger students with visual impairments.

Topic 3.Forms and methods of organizing psychological assistance fordevelopment of visual perception

The main means of managing the development of visual perception of a child with visual impairments is teaching him how to see. In the process of special education, the teacher uses all general didactic methods: visual, practical, verbal. The choice of the leading method depends on the stage of learning, and the nature of the use of additional ones (at this stage of learning) depends on the specific didactic tasks and on how (visual, practical, from words) children can learn the program material.

The specificity of the use of general didactic methods in the process of purposeful development of visual perception lies in the fact that an obligatory component of each didactic method is one or another technique of the practical method.

In the classroom, in the process of solving a specific didactic problem, the teacher uses one or more methods of leading or additional methods. At the same time, didactic methods different methods closely intertwined and correlated with the reception of the practical method.

In the visual method, a number of techniques can be distinguished aimed at forming a holistic image and teaching how to operate it.

Techniques for demonstrating the object of perception:

Demonstration of the object of perception in order to familiarize with the subject;

Consistent outline of the object of perception in order to train both the holistic perception of the object and the selection of its characteristic parts;

Selection of the object of perception from the set or its part from the whole with the help of a pointer, graphic tools, contrast of the background of the demonstration for the maximum concentration of the child's attention on the object and keeping this object in sight for a long time.

Techniques of a visual method aimed at forming a way of perceiving objects of one generic group, their specific properties and qualities:

Showing the sequence of viewing an object according to the scheme: holistic perception, details of the object, their spatial arrangement, repeated holistic perception;

Showing external actions and operations when comparing objects (applying one to another, superimposing one on another and comparing them, smooth sequential selection of details of objects of comparison);

Highlighting (showing with a pointer, graphic means, verbal clarification) in the object of perception informative features by which it is most quickly recognizable;

Familiarization of children with the algorithm of perception. In his work, the teacher uses a visual didactic material, which helps him to more fully solve the tasks of the program for the development of visual perception.

The methods of verbal visualization aimed at illustrating the program material for the development of visual perception should include the reading by the teacher of poems, nursery rhymes, descriptive riddles, etc. before or during the children's tasks. In addition, the methods of verbal visualization include a sample description of an object, its properties and qualities.

Quite often, in the classroom for the development of visual perception, the teacher uses the instruction as a method of the verbal method. The instruction is used when children basically represent the content of their activities.

To form ideas about objects and phenomena of the surrounding world, especially when a teacher identifies and clarifies existing knowledge, communicates new information, teaches simple reasoning, one of the main methods of the verbal method is used - conversation. Questions to children are also widely used as teaching methods. They test the knowledge of children. Questions should be asked in such a way that they involve reflection: children should compare objects of perception with each other, establish cause-and-effect relationships.

In the course of completing the task, the teacher gives instructions, directing the mental, visual or external practical activity of children in separate words or phrases. “Instructions include the following remarks: “prove”, “think”, “compare this”, “consider”, “look more closely”, “follow the pointer with your eyes”, etc.

In the learning process, such a methodological technique as verbal dictation is often used.

The practical method should also include the organization of various types of visual, mental, and external practical activities of children. The content of these tasks are tasks that impose strict requirements on perception. Psychologists include, firstly, practical tasks that require specific consideration of certain properties and relations of objects, and, secondly, cognitive tasks, providing for the need for a qualitative and quantitative description of these properties and relations. The main tasks of perception are the search, detection, discrimination, identification and reflection of the objective nature, external properties and relations of objects. Such tasks constitute the main content of tasks in the process of development of visual perception.

Depending on the stage and tasks of training, the teacher selects tasks, focusing not only on their content, but also on the possible nature of their solution by the child. Moreover, the nature of the solution of the problem should be laid down in the task itself.

Topic 4.Development work planningvisual perception

The development of children's visual perception is realized in the course of frontal and individual work carried out in remedial classes provided for by the curriculum.

The content of the frontal work on the development of visual perception is determined by the presence of specific difficulties that arise in children of this category in the process of their practical and cognitive activities. The program content of each lesson is determined by its type, that is, a certain focus of tasks that ultimately allow realizing the main goal of the lesson. The classification of the difficulties that arise in this category of children makes it possible to distinguish the following types of special classes for the development of visual perception:

Classes to improve sensory standards;

Classes on expanding and automating methods for examining objects;

Classes to expand and correct subject ideas about objects and phenomena of the surrounding world;

Classes to improve the perception of the depth of space;

Classes to improve the ability to perceive the plot image;

Classes for the development of hand-eye coordination.

The program content of work on the development of visual perception in each age group includes all of the listed types of classes. However, the proportion of each type of occupation varies depending on age-related changes in visual perception and the results of a diagnostic study of the level of its development.

The program content of classes aimed at improving sensory standards for preschoolers with visual impairments is the implementation of the following tasks: expanding knowledge about sensory standards, consolidating ideas about the system of sensory standards; expanding the ability to use sensory standards at the level of naming, recognition, and operation; formation and automation of skills to use sensory standards in the analysis of the properties and qualities of objects; development of sensory operations as part of exploratory perceptual actions; expansion of ideas about the properties and qualities of objects of the real world.

The program content of classes aimed at improving and automating the methods of examining objects in children with visual impairments is the implementation of the following tasks: strengthening the ability to recognize objects offered for perception in different modalities (a natural object, a three-dimensional model, a silhouette or contour image); improvement and enrichment of subject representations; improving and automating the skills of a complete and consistent visual examination of objects; strengthening the skill of poly-sensory examination of objects.

The program content of classes aimed at expanding and correcting ideas about objects in the real world in children with visual impairments is the implementation of the following tasks: expanding the range of ideas about objects (objects and details) that are difficult for distant perception, as well as objects that are inaccessible to visual perception of children with visual impairments. visual impairment; objects with a complex structure; the use of compensatory techniques for the perception of objects on a poly-sensor basis; the use of purposeful perception with the help of algorithmization; consolidation of ideas about objects and phenomena of the surrounding world by including them in new activities; correction and replenishment of subject representations through the use of visibility and the leading role of the word in the perception of objects.

The program content of classes aimed at improving the depth of space in children with visual impairments is the implementation of the following tasks: the development of spatial perception through the formation of non-stereoscopic methods of perception of the depth of space (the use of overlapping techniques, chiaroscuro, etc.); formation of the ability to apply the mastered methods of perception of the depth of space in educational, cognitive and practical activities; development of deep vision, eye, oculomotor functions; activation of operating with ideas about an object with spatial orientation in the surrounding reality; improving the ways of perceiving objects at different distances; the formation of the skill of using existing knowledge and skills in a free (new) space and in activities with new objects.

The program content of classes aimed at improving the ability to perceive a plot image is the implementation of the following tasks: the formation and consolidation of the ability to perceive a plot image in detail, consistently and holistically; automation of the ability to correlate the existing subject representations with the images (objects) depicted in the picture; the formation of the ability to establish cause-and-effect relationships and relationships in the perception of a plot image based on the identification of informative features of objects and phenomena depicted in the picture.

The program content of classes aimed at improving visual-motor coordination is the implementation of the following tasks: improving the ways of perceiving moving objects; development of the skill of following the action of the hand with the eyes; development of the ability to keep a visual stimulus in the field of view when performing a visual task; development of the sense of touch and fine motor skills; automation of the ability to use a pen, pencil; development of the ability to draw lines (straight, oblique, curved) from a given beginning to a given end, between boundaries, according to a model; development of the ability to connect points with a straight line; development of the ability to write letters, numbers according to the model and independently; development of the ability to choose a rational mode of action when performing graphic tasks.

In addition, it is advisable to expand the program content of remedial classes for the development of visual perception through the implementation, along with the allocated additional tasks related to the development of attention, memory, imagination, and speech of schoolchildren with visual impairments.

Specification of the program content of individual lessons on the development of visual perception should be carried out in accordance with:

With anamnestic data (degree of visual impairment, condition of binocular vision, leading eye disease);

With knowledge of visual functional reserves of the child;

Taking into account the form of occurrence of the violation;

With prospects and stage of treatment;

With the type and severity of concomitant disorders;

With the results of a diagnostic examination of the level of visual perception of each child;

With the general level of development of the child.

The effectiveness of classes for the development of visual perception depends on the fulfillment by the teacher of a number of organizational requirements. Work on the development of visual perception should begin with a comprehensive study of all the pupils of the group, with the identification of the level of development, visual perception of both the entire group (average indicators) and each individual child. As a result of the work carried out, the teacher should single out those children who require individual lessons along with frontal ones. The next step in the activity of the teacher is to draw up a long-term plan, which should include all types of classes. Drawing up a long-term plan should not only be based on general didactic principles (the principle of consistency, systematicity, etc.), but also take into account the level of development of visual perception of each individual child, the conditions of preschool education, the psychological, pedagogical and ophthalmological characteristics of children, age features visual perception, general level group development, etc. Next, the teacher needs to clarify the program content of each type of lesson with both basic and additional tasks.

During the next stage, the teacher must focus primarily on the need to combine two types of loads (mental and visual) when performing any task, which ensures the prevention of mechanical training of vision, on the one hand, and insufficient visual activity, on the other. The mental load of preschoolers can be achieved by imparting new knowledge, deepening existing knowledge, including mental operations (analysis, synthesis of classification, comparison, generalization), activation of arbitrariness of attention, memory when solving tasks for visual perception, increasing the completeness, accuracy, arbitrariness of perception, using the opportunity to provide the child with an independent setting of an accessible task for perception, etc.

Knowing the level of development of all components of visual perception in each preschooler makes it possible to use a personality-oriented approach when determining the type of special lesson and its content.

Lliterature

1. Avetisov E.S., Kovalevsky E.I., Khvatova A.V. Guide to Pediatric Ophthalmology. - M., 1987.

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4. Grigoryan L.A. Therapeutic and restorative work in kindergartens for children with amblyopia and strabismus. - M., 1987.

5. Grigorieva L.P. Psychophysical studies of the functions of normally seeing and visually impaired schoolchildren. - M., 1983.

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Preview:

Game exercises for children with visual impairments.

1. Effective for improving visual acuity, developing fine motor skills of the hands, with the coordinated actions of both hands, exercises for sorting and stringing beads.

These tasks also contribute to the formation of binocular vision, color discrimination of primary colors.

The child is invited to make a decoration for the Christmas tree, for mom - beads. To do this, he needs to string beads on a thread.

When sorting, first select red beads, then yellow, green, orange, blue.

2. In a separate group, I singled out exercises to activate the work of the eye muscles, which help relieve fatigue, improve blood circulation, and relax.

Look straight ahead for 2-3 seconds.

Put the index finger at a distance of 25-30 cm from the eyes, look at the tip of the finger, look at it for 2-3 seconds, lower the hand (4-5 times)

Lower your head, look at the toe of your left foot; raise your head, look in the upper right corner of the room; lower your head, look at the toe of your right foot; raise your head, look at the upper left corner of the room (feet shoulder-width apart) (3-4 times).

Look at the tops of the trees in front of the window; look at and name any object on earth, find birds or an airplane in the sky and follow them with your eyes; name vehicles passing by or standing on the side of the road.

3. Actively influence the development of visual acuity, eye mobility and cognitive development of the game "Labyrinth".

The child is invited to lead various fairy-tale characters to their house, leading a labyrinth with a pencil.

To improve visual acuity, I use a game exercise: "Cheerful Contour".

I give the children the task of tracing contour images through tracing paper. First, a sheet of white paper with a contour image is placed on the table. Over the image of tracing paper. Outline. What happened? This image can be cut, colored, shaded.

5. The ultimate goal of strabismus treatment is to develop binocular and stereoscopic vision. To develop simultaneous vision, the following exercise is performed: "Silhouette".

Superimposing one image on top of another. Outline images of animals are drawn on a sheet of white paper. And exact copies of these images cut out of colored paper are given (overlay copies on the drawn images).

6. For the development of binocular, stereoscopic vision, the game "Confusion" is used.

The child is shown an image of a picture with various overlays of vegetables and objects on top of each other. They ask the child to name what objects are drawn and what color they are.

Name the vegetables on the right that are hidden in the confusion.

Name the items that are hidden in the teapot.

7. Exercise with a stereo trainer.

The device consists of a plastic ruler with four round holes and a ball attached to a string to the end of the ruler. Holding the handle of the device, you need to swing the thread with the ball, trying to get the ball into each hole.

8. The gaze fixation exercise is aimed at the development of convergence, the development of binocular vision - developed by Academician Filatov.

We stand or sit quietly. We stretch out our hand. We fix our eyes on the tip of the index finger, keep our eyes on the approaching own finger, with the other hand we simultaneously feel this finger.

With this method, in addition to fixation (there is a coordinated work of the visual, motor analyzers).

9 . Simulators for the development of perception and hand-eye coordination.

The place for applying schemes - simulators - the walls of the group.

Simulator "Butterfly"

Simulator "Butterflies"

Trainer "Routes of eyes"

Methodology:

1. Eye tracking along a given trajectory;

2. Eye tracking and tracing with the index finger or index fingers of the same name and hands of the trajectory of movements.

This is a scheme of visual-motor projections - developed by the group of Professor V.F. Bazarny is used to correct vision, prevent myopia.

The poster shows lines - "Routes" for the eyes, each exercise is performed 15 times.

1. - Smooth eye movements horizontally: left, right.

2. - Smooth eye movements vertically: up, down.

3. - Movement of the eyes clockwise on the red ellipse.

4. - Movement of the eyes counterclockwise on the blue ellipse.

5. - Continuous eye movements along two ellipses.

10. Mark on glass (According to Avetisov).

Allows you to train the eye muscles, contraction of the lens muscles. Helps prevent myopia. The child is invited to consider a circle pasted on the glass, then look at the most distant point behind the glass and tell what he sees there.

It is a kind of gymnastics for the eyes and just helps them to relax.

Children rub their palms until they feel warm. After that, the palms are placed on the closed eyes in such a way that the center of the palm falls just on the eye. The palms are a key part of palming. Keep your palms in front of your eyes for 2-3 minutes. At this time, you can turn on calm music or read poetry.

12. Relaxation - deep muscle relaxation, accompanied by the removal of mental stress.

Muscle relaxation is performed to restore strength and relieve emotional arousal in children, to calm them down. Children lie on their backs, relaxing all the muscles, and close their eyes. Relaxation takes place under the sound of calm music.

The following exercises are of particular interest:

Eyelashes fall...

Eyes are closing...

We are resting calmly ... (2 times)

We fall asleep with a magical dream ...

Our hands rest...

Get heavy, fall asleep ... (2 times)

The neck is not tense

She is relaxed...

Lips slightly open...

So nice to relax. (2 times)

Breathe easily, evenly, deeply.

We are having a great time.

We fall asleep with a magical dream ...

"Wood" Starting position - squatting. Hide your head in your knees, wrap your arms around them. Imagine that you are a seed that gradually sprouts and turns into a tree. Slowly rise to your feet, then straighten your torso, stretch your arms up. Then tighten your body and stretch. The wind blew - you sway like a tree.

Regular corrective exercises have shown that:

In children, visual acuity increases, motor functions of the eyes develop, binocular vision develops;
Cognitive activity increases, psycho-emotional well-being and health of children improve.

Literature:

1. Ermakov V.P., Yakunin G.A. "Development, training and education of children with visual impairment" - M., 1990

2. "Education and education of preschool children with visual impairment" (from work experience), ed. Zemtsova M.I. - M., 1978.

3. Druzhinina L.A. Correctional work in kindergarten for children with visual impairment. - M .: "Exam", 2006.

4. Grigorieva L.P. The development of perception in children. Handbook for correctional activities with children with visual impairments. - M., "Press".

5. Ermakov V.P. Development, training and education of children with visual impairment. M., 1990.

6. Nagaeva T.I. Visual impairment in preschoolers. - Rostov-on-Don: "Phoenix", 2008.

7. L.I. Medvedev. Treatment of strabismus and amblyopia in children in specialized nurseries. Ed. "Shtiintsa" Chisinau 1986.

Preview:

The program of individual support for a child with visual impairment as part of an adapted educational program.

Introduction…………………………………………………………………………..1

Chapter 1. Theoretical aspects of the problem of psychological and pedagogical support for a child with visual impairment……………………………………3

Chapter 2. Psychological and pedagogical support for visually impaired ... 11

Conclusion………………………………………………………………………… 14

List of used literature……………………………………………..15

Introduction

Today, regional models of inclusive learning practices are being actively formed in Russia. This means that children with special educational needs (children with disabilities, with special needs) will be able to be included in the general educational process. Getting children with special educational needs education is one of the main and indispensable conditions for their successful socialization, ensuring full participation in society, effective self-realization in various types of professional and social activities.

Inclusive education- a new stage in the development of education in general, it is a progressive way of learning that has great prospects in modern society. Many rightly believe that inclusion is the best way of individualization in education, since each child is individual and requires a truly special approach. In the conditions of inclusive education, a child with a disability feels equal among equals, it is easier for him to enter ordinary life. In addition, joint education of children with developmental disabilities and children without such disabilities contributes to the formation of a tolerant attitude towards the disabled and their families. Inclusive approaches provide equal opportunities and exclude discrimination of children with disabilities and special needs in education.

The Federal Law on Education in the Russian Federation proclaims the principle of accessibility of obtaining quality education without discrimination by persons with disabilities, including on the basis of special pedagogical approaches, languages, methods and methods of communication that are most suitable for these persons, through the organization of an integrated and inclusive (joint) education of people with disabilities.

2. Chapter1. Theoretical aspects of the problem of psychological and pedagogical support of a child with visual impairment

An analysis of the causes of visual impairment shows that in 92% of cases, low vision and in 88% of cases blindness are congenital. At the same time, among the causes of childhood blindness, there is a noticeable tendency towards an increase in the frequency of congenital anomalies in the development of the visual analyzer: in 1964 - 60.9% of such anomalies (data from M.I. Zemtsova, L.I. Solntseva); in 1979 - 75% (A. I. Kaplan); r 1991 - 91.3% (L. I. Kirillova); in 1992 - 92% (A.V. Khvatova). Congenital diseases and anomalies in the development of the organs of vision can be the result of external and internal damaging factors. Approximately 30% of them are hereditary in nature (congenital glaucoma, optic nerve atrophy, myopia (FOOTNOTE: Myopia is myopia).

Blindness and profound visual impairment cause deviations in all types of cognitive activity. The negative impact of visual impairment is manifested even where, it would seem, this defect should not harm the development of the child. The amount of information received by the child decreases and its quality changes. In the field of sensory cognition, the reduction of visual sensations limits the possibilities of forming images of memory and imagination. From the point of view of the qualitative features of the development of children with visual impairments, one should first of all point out the specificity of the formation of psychological systems, their structures and connections within the system. There are qualitative changes in the system of relationships between analyzers, specific features arise in the process of forming images, concepts, speech, in the ratio of figurative and conceptual thinking, orientation in space, etc. Significant changes occur in physical development: the accuracy of movements is disturbed, their intensity decreases.

3 .Consequently , the child develops his own, very peculiar psychological system, qualitatively and structurally not similar to the system of a normally developing child.

Attention

Almost all the qualities of attention, such as its activity, direction, breadth (volume, distribution), the ability to switch, intensity, or concentration, stability, are affected by visual impairment, but are capable of high development, reaching, and sometimes exceeding the level of development of these qualities of the sighted. The limited external impressions have a negative impact on the formation of the qualities of attention. The slowness of the process of perception, carried out with the help of touch or a disturbed visual analyzer, affects the rate of switching of attention and manifests itself in the incompleteness and fragmentation of images, in a decrease in the volume and stability of attention.

For the successful implementation of a particular type of activity, the development of appropriate properties of attention is required. So, in educational activities, an important condition is the arbitrariness of the organization of attention, focus on educational material when performing tasks, the ability not to be distracted, i.e. development of concentration and stability of attention.

At the same time, in such specific activity as spatial orientation, as well as in labor activity, the condition for efficiency and effectiveness is the distribution of attention, the ability to switch it in accordance with the solution of specific practical problems.

4. A blind and visually impaired person needs to actively use the information coming from all intact and impaired analyzers to compensate for visual insufficiency; the concentration of attention on the analysis of information received from one of the types of reception does not create an adequate and full image, which leads to a decrease in the accuracy of indicative and labor activities.

The limited information received by partially seeing and visually impaired people causes the appearance of such a feature of their perception as the schematism of a visual image. The integrity of the perception of the object is violated, in the image of the object, not only secondary, but also certain details are often missing, which leads to fragmentation and inaccuracy in the reflection of the environment. Violation of the integrity determines the difficulties of forming the structure of the image, the hierarchy of features of the object. For the normal functioning of the visual perception of a fact, constancy, i.e., the ability to recognize an object, regardless of its position, distance from the eyes, i.e. from the conditions of perception. For the visually impaired and partially, the zone of constant perception narrows depending on the degree of visual impairment.

Visual impairments hinder the full development of the cognitive activity of blind and visually impaired children, which is reflected both in the development and functioning of mnemonic processes. At the same time, technological progress and modern conditions education, life and activities of the blind and visually impaired impose ever more stringent requirements on their memory (as well as on other higher mental processes), related both to the speed of mnemonic processes, and to their mobility and the strength of the connections formed.

5. With visual impairments, there is a change in the rate of formation of temporary connections, which is reflected in an increase in the time required to consolidate connections and the number of reinforcements.In the work of L. P. Grigorieva, devoted to the study of the relationship between visual perception and mnemonic processes in partially seeing schoolchildren, it was shown that in these children, along with a longer time of recognition of visual stimuli, there is also a decrease in the volume of operational, short-term memory, which varies depending on the change background, color of visual stimuli, and, what is very important, there is a direct dependence of mnemonic processes on the degree of formation of the properties of visual perception.

It can be said that such profound visual impairments, blindness and low vision, have an impact on the formation of the entire psychological system of a person, including personality. In the typhlopsychological literature, the description of the emotional states and feelings of the blind is presented mainly by observation or self-observation (A. Krogius, F. Tsekh, K. Bürklen, and others). Emotions and feelings of a person, being a reflection of his real relationship to objects and subjects that are significant for him, cannot but change under the influence of visual impairments, in which the spheres of sensory cognition are narrowed, needs and interests change. The blind and visually impaired have the same "nomenclature" of emotions and feelings as the sighted, and show the same emotions and feelings, although the degree and level of their development may differ from those of the sighted (A. G. Litvak, B. Gomulitzki, K Pringle, N. Gibbs, D. Warren). A special place in the occurrence of severe emotional states is occupied by the understanding of one's difference from normally seeing peers, which occurs at the age of 4-5 years, who understood and experienced their defect in adolescence, awareness of the limitations in choosing a profession, a partner for family life in adolescence.

6 . Finally , a deep stressful state occurs with acquired blindness in adults. Persons who have recently lost their sight are also characterized by low self-esteem, a low level of claims, and pronounced depressive components of behavior.

In activity, new mental formations are formed, it creates a zone of proximal development of the child. Children with profound visual impairments are characterized by a slow formation of various forms of activity. Children need specially directed training in the elements of activity and, mainly, its executive part, since the motor sphere of blind and visually impaired children is most closely related to the defect and its influence on motor acts is the greatest. In this regard, the active and developing role of the leading activity is stretched over time. For example, in preschool age, among the blind, interchangeable forms of leading activity are subject and play (L.I. Solntseva), and in primary school age - play and learning (D.M. Mallaev). At the age of up to three years, there is a significant lag in the mental development of children with visual impairments due to emerging secondary disorders, manifested in inaccurate ideas about the world around them, in the underdevelopment of objective activity, in slow-developing practical communication, in orientation and mobility defects in space, in general motor development.

The formation of learning activity in blind and visually impaired junior schoolchildren is a long and complex process. The basis of this process isformation of readiness to consciously and deliberately acquire knowledge.

7. On initial stage teaching is still an unconscious process serving the needsother activities(play, productive activity), and their motivation is transferred to the assimilation of knowledge. Teaching at the first stages has no educational motivation. When a blind child begins to act out of interest in new forms of mental activity and he develops an active attitude towards the objects of study, this indicates the emergence of elementary cognitive and educational motives. Children have a special sensitivity to assessing the results of learning, the desire to correct their mistakes, the desire to solve "difficult" tasks. This indicates the formation of educational activity. But it still quite often proceeds in the form of a game, although it has a didactic character.

L.S. Vygotsky considered the child's acceptance of the requirements of an adult to be the main moment that determines and characterizes learning activity. L. S. Vygotsky called the system of requirements for the child the program of the educator. In early childhood, the child is not subjectively aware of this program, but gradually towards the end of the preschool period, he begins to act according to the program of adults, i.e. it becomes his program as well. Thus, the requirements put forward by the teacher become the requirements of the child himself.

The organizational-volitional side of educational activity is the most important in compensating for visual impairment. It is the activity of the blind in cognition, the ability to achieve results, despite the significant difficulties in the practical implementation of the activity, that ensure the success of its implementation.

Children with visual impairments have a complex subordination of motives, from the more general - to study well, to the specific - to complete the task.

8. Readiness for the implementation of educational activitiesmanifests itself in emotional-volitional effort, in the ability to subordinate one's actions related to the performance of a task to the requirements of the teacher. There is no difference between the blind and the sighted in this. Differences arise in the implementation of the very process of educational activity: it proceeds at a slower pace, especially in the first periods of its formation, since only on the basis of touch or on the basis of touch and residual vision, the automatism of the movement of the tactile hand is developed, control over the course and effectiveness of activity.

Purposefulness and the ability to regulate one's behavior, associated with the ability to overcome obstacles and difficulties, characterize the will of a person. The will plays an important role in the self-determination of the identity of the blind and visually impaired and his position in society. These people have to overcome greater difficulties than the sighted in learning and acquiring the same volume and the same quality of professional knowledge. In tiflopsychology, there are two opposing views on the development of will in persons with visual impairments. In accordance with one - blindness has a negative impact on the development of volitional qualities, adherents of another view argue that overcoming difficulties forms a strong, strong will.

The formation of volitional qualities of blind and visually impaired children begins at an early age under the influence of an adult educator. There are practically no experimental typhlopsychological studies of the will. Only the formation of the structural components of the will was studied, such as motivation in preschoolers and schoolchildren, the arbitrariness of operating with ideas, and the development of self-control.

9 . The volitional qualities of a blind child develop in the process of activity,

characteristic for each of the ages and corresponding to the potential, individual capabilities of the child. The motives of behavior, formed adequately to his age and level of development, will also stimulate his activity.

The complication of motives contributes to the transition to more complex and socially more meaningful forms activities in the children's group. Motivation plays a stimulating role in the formation of labor skills.

10. Chapter 2. Psychological and pedagogical support with visual impairment

Stages of drawing up an individual program for the development of a child

The purpose of the preliminary stage of work- collection of information about the child.
The purpose of the diagnostic stage: - the study of the emotional and personal characteristics of the child, his status, zones of actual and immediate development are determined.
The purpose of the correctional developmental stage:- improvement of the mental state of students, correction of the emotional-volitional and cognitive spheres, assistance in socialization and career guidance, timely organization of medical and recreational activities.
Purpose of the final stage- analysis of the results of the effectiveness of psychological, pedagogical and medical and social support for students in a boarding school, adaptation of the child, correctional and developmental work, etc.

Work dynamics

1. Identification of the actual problems of the child.
2. Development of ways to support and correct.
3. Drawing up an individual support program (adaptation, prevention, etc.).
4. Implementation of the planned program.

Drawing up an individual development program (psychological-pedagogical and medical-social support, adaptive, preventive or correctional-developing) will help the speech therapist, teacher-psychologist, social pedagogue and educator to effectively implement the program content.

11. Khlabystova Nastya, age 6 years old (preparatory group).

The level of development of the cognitive sphere of the middle level. Slow pace of learning activity. The level of voluntary attention is low.

Purpose of psychological supportinvolves the correction and psychoprophylaxis of the personal (emotional, cognitive, behavioral) sphere of the child.
Tasks: acquiring communication skills:

development of spatial orientation;

development of independence;

form an adequate idea of yourself, your abilities and capabilities;

improve your social status;

to form the need for communication and interaction with adults and peers;

development of school motivation and the ability to stay within the school rules.

Forms of work:

fairy tale therapy, where psychological, therapeutic, developmental work is used. A fairy tale can also be told by an adult, and it can be a group storytelling, where the storytellers can be a group of children.

12. Play therapy - classes can be organized invisibly for the child, by including a psychologist-educator in the process of playing activity. Play is the most natural form of a child's life. In the course of the game, an active interaction of the child with the outside world is formed, his intellectual, emotional-volitional, moral qualities develop, his personality as a whole is formed. Role-playing games contribute to the correction of the child's self-esteem, the formation of positive relationships with peers and adults. The main task of dramatization games is also the correction of the emotional sphere of the child.

Relaxation - depending on the condition of the child, calm classical music, sounds of nature, animal watching, use of a dry pool are used.

Sand Therapy – classes are conducted using a sand and water center.

Psychogymnastics - includes rhythm, pantomime, stress relief games, development of the emotional and personal sphere. Games "My mood", "Cheerful - sad", etc.

Art therapy is a form of work based on the visual arts and other forms of work with a child. The main task is to develop self-expression and self-knowledge of the child. Drawings of children not only reflect the level of mental development and individual personality traits, but are also a kind of projection of the personality. Doodles represent the initial stage of children's drawing and show both the age dynamics of the development of the drawing and individual personality traits.

Folklore. Modern researchers of folklore emphasize the deep socio-pedagogical potential.

13. Conclusion

When creating a special educational environment in an inclusive educational organization for any category of persons with disabilities, both developmental deficiencies common to all people with special educational needs and features characteristic only of children with visual impairments are taken into account.

Work with a visually impaired child should include not only individual work, but also group work. The child included in the team receives an incentive for further work. In addition, the child learns to communicate, sympathize with another, provide support. Thus, his status rises, the child begins to believe in himself.

14. Bibliography

1. Grigorieva L.P. Psychophysiological studies of the visual functions of normal and visually impaired schoolchildren. - M.: Pedagogy, 1983.

2. Grigorieva L.P. Features of visual recognition of images by visually impaired schoolchildren // Defectology. 1984. - No. 2. S. 22-28.

3. Grigorieva L.P. Psychophysiology of visual perception of visually impaired schoolchildren: Abstract of the thesis. dis. . Dr. Psychol. Sciences. 1985. - 28 p.

4. Grigorieva L.P., Kondratieva S.I., Stashevsky C.V. Perception of color images in schoolchildren with normal and impaired vision // Defectology. 1988. - No. 5. - S. 20-28.

5. Grigorieva L.P. On the system of development of visual perception in visual impairments / Psychological journal. 1988. T. 9. - No. 2. - 97-107 p.

6. Ermakov V.P., Yakunin G.A. Development, training and education of children with visual impairment - M., 1990.

7. Zemtsova M.I. Features of visual perception in severe visual impairment in children // special school: Issue. 1 (121) / Ed. A.I. Dyachkova. -M.: Enlightenment, 1967. S.89-99.

8. Fundamentals of special psychology: Proc. allowance for students. avg. ped. textbook institutions / L. V. Kuznetsova, L. I. Peresleni, L. I. Solntseva and others; Ed. L. V. Kuznetsova. - M.: Publishing Center "Academy", 2002. - 480 p.

Vision is the most powerful source of knowledge about the world around us, about the phenomena occurring around.

Children with impaired visual function experience some discomfort, uncertainty, irritability, impaired posture, difficulty orienting in space, which leads to hypodynamia and complexes, so the child's eyes deserve special attention and careful treatment. It is especially relevant today to talk about the overloads experienced by the eyes of a child sitting at a computer and TV.

Correctional work with children with visual impairment begins far beyond preschool namely, in the family. Proper upbringing and the attitude of parents towards children are of great importance for their comprehensive development. Parents need to find the right approach to their child so as not to deprive him of independence and not harm him with their hyper-custody, surround him with attention, care, love, not forgetting that the child is a member of the family, and not its center, so as not to grow up an owner and an egoist. Parents need to understand that in order to maintain residual vision, they should observe the regimen of the day, nutrition, rest, limit the time spent watching TV, playing on the computer. All these conditions are created in the preschool educational institution, individual consultations of various specialists are held with parents: a speech therapist, a psychologist, an ophthalmologist, educators with high professional training and vast experience work with parents every day. Interaction with parents of visually impaired children is one of the most important tasks in correctional work, established full-fledged contact with parents leads to more successful results for pupils.

Preschool age is the period of maturation of the visual system of the child, the formation of all mental processes and personal qualities of children. An exemplary general educational program “Origins”, the Center for Preschool Childhood named after A.V. Zaporozhets, under the scientific editorship of L.A. Paramonova, as well as under the program of special correctional educational institutions for children with visual impairment, under the scientific editorship of L.I. Plaksina. The programs are created in accordance with federal state requirements, on the basis of general didactic and typhlopedagogical principles that ensure the comprehensive development of a child with visual impairment and successful preparation for school.

At the initial stage, when a group of children has been formed, parents are offered counseling on the topic “Peculiarities of development of children with visual impairment”, “Some features of working with children”, parents are introduced to the daily routine, etc. The next stage is individual consultations with an ophthalmologist, who explains to parents the features of their child's vision, the diagnosis and recommends the necessary medical prescriptions. This may be hardware treatment, a set of exercises and activities with the child, wearing adhesive tapes and glasses. At home, parents should adhere to these appointments.

More intensive corrective work is carried out in the preschool educational institution. Educators, an ophthalmologist, an orthoptist nurse, conduct daily hardware treatment, control the state of vision and visual stress.

A typhlopedagogue conducts individual work with children with low visual acuity, etc.

Only the joint work of doctors, a psychologist, a speech therapist, educators and parents will lead to a positive result in the correction of visual function, and hence the comprehensive development of the child.

Correctional work in kindergarten is built as a multi-level system that provides a holistic, complex, differentiated regulated process for managing the entire course of psychophysical development and restoring vision based on the inclusion of intact analyzers and potential abilities of children in the process.

Correctional work in a preschool institution consists in the relationship of correctional work with all educational areas of children's activity, the comprehensive impact of the content of techniques, methods, means of correction on children, the organization of providing optimal conditions for systematic, comprehensive, continuous education and training.

The main areas of correctional work in the preschool educational institution are:

1. Development of visual perception.

In natural life conditions, a child with normal vision is exposed to systematic and repeated visual stimulation. A significant reduction in vision significantly limits natural stimulation, as a result of which the child cannot acquire the same sensory-perceptual experience as a normally seeing child.

Visually impaired children are in a visually depleted environment, in which the genetic prerequisites for the development of perception lose their strength. Corrective work on the development of visual perception at this age contributes to a significant improvement in the sensory basis of cognitive development.

2. Development of touch and fine motor skills.

The low level of development of tactile sensitivity, motor skills of fingers and hands occurs because children with partial vision loss rely completely on visual orientation and do not realize the role of touch as a means of replacing the lack of visual information. Due to the absence or a sharp decrease in vision, children cannot spontaneously, by imitating others, master various subject-practical actions. Corrective exercises are aimed at developing the skills of the tactile world in children with visual impairment, as well as teaching them how to perform subject-practical actions.

From own experience work, I can say that the educational area "Artistic Creativity" is the most interesting activity for children, for example, working with non-traditional material - modeling from salt dough (testoplasty) delights children. They sculpt with pleasure, feeling like creators and artists proudly show their works to their parents. Thus, it is possible to solve many correctional psychological and pedagogical tasks and immerse parents in a joint creative process.

3. Orientation in space.

For children with visual impairment, deficiencies in the development of movements and low motor activity are characteristic; compared to children with normal vision, visually impaired children have much less developed spatial representations, the possibilities of practical micro and macro orientation, and verbal designations of spatial positions. Violations of the oculomotor functions cause errors in the selection by children of the form of the magnitude of the spatial arrangement of objects. In the course of corrective activities, children learn to identify and analyze various spatial features and relationships, to receive information about the surrounding space with the involvement of the entire sensory sphere. In practice, the use of health-saving technologies, socio-game methods and techniques, training exercises for the development of fine motor skills of fingers and hands, enable children with visual impairments to become more active, inquisitive in the process of playing and learning.

4. Social orientation.

Activities for social orientation are primarily aimed at solving the problems of socialization of children with visual impairment, the formation of skills of socially adaptive behavior. The success of socialization is determined by the ability to rationally use vision, to obtain the most complete ideas about the world around us, relying in the process of cognition and communication on information coming through safe analyzers (touch, hearing, gustatory, olfactory and temperature sensitivity), the ability to independently navigate in space, to use a certain stock of ideas about elementary social situations, the ability to interact with others.

For easier adaptation and socialization of children newly enrolled in kindergarten, I developed the project “Entry of a preschool child into the world of social relations” during the implementation of which, my pupils in a playful way got acquainted with the elementary rules of behavior and communication with adults and peers.

The basic principles of organizing the correctional and pedagogical educational process in the preschool educational institution:

Accounting for general and individual characteristics child.
A comprehensive medical-psychological-pedagogical approach to the diagnosis and corrective assistance to the child.
Adapting curricula and programs, increasing the duration of training, redistributing educational material and changing the pace of learning by children.
A differentiated approach to children, depending on the state of vision.
Ensuring the standard of general education.
The system of work on social adaptation and self-realization.
Creation of ophthalmic conditions.
Providing optimal conditions for medical and psychological rehabilitation of children.

In accordance with the principles of organizing the correctional and pedagogical educational process, a model of social adaptation and rehabilitation of children with visual impairments is being built.

An important component of correctional work in the preschool educational institution is the system of motor activity of children. It is difficult for visually impaired children to orient themselves in space visually. To overcome this problem, it is necessary to use health-saving technologies, a whole range of outdoor games and exercises aimed at correcting spatial orientations. In immediate educational activities it is necessary to apply physical minutes for the eyes. to relieve visual fatigue.

A special role should be given to the physical development of preschool children with visual impairment.

In practice, correctional physical education takes place in the preschool educational institution twice a week, where a set of exercises is used aimed at correcting posture, flat feet, general coordination, etc. All this contributes to improving physical qualities and improving general condition children's health in preschool.

Each child needs an individual approach, namely:

Visual aids and materials should take into account the degree of vision pathology.
Exercises and games should be appropriate for the age and diagnosis of children.
It is necessary to create favorable conditions for the development of each child.

All these points are taken into account by the methodology for conducting training sessions with visually impaired children:

Training sessions are held to train a sore eye, to consolidate the knowledge and skills provided for by the education program in a preschool institution. They are held twice a week in each age group, both in the morning and in the evening.
Duration of training sessions in accordance with the age of the group:

The first junior group - 10-15 minutes.
Second youngest and middle group- 15-20 minutes.
Senior and preparatory groups - 20-25 minutes.

The lesson is held in a free form, the children are seated at the table on their own.
Classes are held simultaneously with all children, but the tasks are individual.
The material of the training sessions should correspond to the knowledge and skills provided by the program of the preschool institution for each age group.
Allowances should be age-appropriate and given to children according to visual load.

From the age of two, visually impaired children should be taught various exercises for the eyes, turning these exercises into games, gradually the games will involuntarily become a need for the child to play them.

Recommended visual loads vary, depending on the diagnosis. Load for children with amblyopia and strabismus No. 1, convergent strabismus load No. 2, divergent strabismus load No. 3, etc. In kindergarten, all visual loads are training games: mosaics of different sizes, laces, contour objects, various labyrinths, liners , beads, as well as special simulators

Visual routes and gymnastics.

During the period when a child wears a patch (acclusion), visual perception is difficult, so doctors recommend showing games, illustrations at close range, with myopia, games and objects are given in a larger size. With farsightedness, on the contrary, smaller games are recommended.

In the process of educational activity, in order to avoid visual overload, it is necessary to conduct visual gymnastics, physical. minutes or work with mini simulators, massage of active points of the face, it can be done simultaneously with several children or individually. As adults, children are happy to make it on their own in the form of a game.

If a child likes to play with cars, you can choose the necessary game with the track simulator, which was developed by the candidate of pedagogical sciences, associate professor V.A. Kovalev.

From the simplest games, children should learn the concepts: “direction of movement”, “follow the object with their eyes”, “move objects in the direction of the arrows”, “turn”, “turn”, “reverse direction”, “return to the starting point”.

If a child likes rpg games, labyrinths, offer him a “video-azimuth” simulator, developed by the same author, along which any fairy-tale hero will pass in the direction of the arrows.

Using a light pointer, you can play “walking in the mountains” both individually and with a group of children, thereby we will achieve fixation of the gaze on the light spot and follow it with our eyes.

Using a mark on the window glass with a diameter of 3-5 mm, which is at eye level at a distance of 30-35 cm from the child, we find an object on the line of sight in the distance and look alternately at the distant object and at the mark.

Thus, we refocus our gaze, now at a point, now at a distant object, gaining visual acuity.

Knowing that the leading activity of preschool children is a game, by filling the exercise with simulators with game actions, we can achieve the development of visual acuity, even for the smallest children, and therefore develop the cognitive abilities of children and help develop the creative potential of children with visual impairment.

Bibliography

Paramonova L.A. exemplary educational program “Origins”.
Plaksina L.I. program of special (correctional) educational institutions of the IV type (for children with visual impairment).
Kovalev V.A. Methods for the prevention of visual fatigue and the development of visual abilities.

Prospective planning of remedial classes for the development of visual perception for children with visual impairment preparatory group.

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"Prospective planning of remedial classes for the development of visual perception for children with visual impairment of the preparatory group."

"APPROVE"

Head of MBDOU No. 5 "Alenka" _______________ G. G. Vorontsova

"_____" ________________2014

Prospective planning of remedial classes for the development of visual perception for children with visual impairment of the preparatory group of the teacher-defectologist Ismagilova S.S.

Program Sections	Quantity lessons per year	Lesson Topics
1. Formation of ideas about the system of measurement standards.		Formation of the ability to visually analyze the width, length, height of objects;
		Formation of the ability to establish relationships between objects in size; Formation of the ability to select objects by decreasing and increasing value; (7-8) Formation of the ability to place objects on a f / g, table in decreasing, increasing size;
		Formation of the ability to take measurements using conditional measures; Formation of the ability to compare the sizes of different objects;
		Formation of the ability to notice the size of real objects; Formation of the ability to name close and distant, high and low, wide and narrow objects in the process of observation;
2. Formation of ideas about the system of form standards.		Formation of the ability to distinguish and name geometric shapes (circle, square, oval, triangle, rectangle, rhombus, trapezoid, pentagon) in different spatial positions;
		An exercise in discrimination geometric shapes(circle, square, oval, rectangle, triangle) and three-dimensional bodies (ball, ellipsoid, cone, cube, prism);
		Teaching children to analyze the shape of objects according to standards;
		Teaching the analysis of the shape of objects according to standards, in terms of concepts;
		Consolidation of the ability to analyze the complex shape of objects by inscribing sensory form standards to analyze the structure of the shape of objects;
		Formation of skills in the use of patterns, stencils for the image and drawing objects;
		Formation of skills in creating patterns from geometric shapes, subject images, etc .;
3. Formation of a system of color standards.		Consolidation of skills in naming primary colors and shades (by saturation, lightness);
		Consolidation of the ability to focus on color, as a constant sign of objects and phenomena of the surrounding world;
		Consolidation of the ability to find objects of a given color, shade in the world around;
		Formation of the ability to correctly use color standards when describing the classification of a group of objects;
		Formation of skills in creating patterns, color compositions on f / g, magnetic board, mosaic;
		Formation of the ability to distinguish the color of a moving object and several objects;
4. Development of sensory operations and research action systems.		Expansion of ideas about objects and phenomena of the surrounding reality;
		Formation of interest and positive attitude to observation, search, analysis of objects and phenomena of the surrounding world;
		Development of speed and completeness of visual examination of objects;
		Consolidation of the ability to highlight the main (essential) features;
		An exercise in finding objects of a certain shape, color, size and spatial position in the surrounding world;
		An exercise in grouping objects according to individual characteristics (shape, color, size or spatial position);
		Exercise in distinguishing moving objects, naming the speed qualities of movement;
		Exercise in performing movements at a different pace;
		Development of skills to use optical means (loupes, lenses, binoculars) when examining objects;
5. Development of perception of subject images.		Development of skills for comparing contour, silhouette, real images and their correlation with real objects: Learn to describe objects and find them by description Find where the details are, where the whole object is, compose and supplement the whole object, plot image from parts;
5. Development of perception of subject images.		Development of skills in the arrangement of objects in the picture: Name objects that are closer or further; To learn to understand the obscuration of one object by another in the image and in reality.

Lesson Topics	Number of lessons in year
Strengthening the ability of children to navigate their own body, to indicate in speech the spatial arrangement of parts of their body.
Improving the ability to compare, correlate the spatial directions of one's own body and the body of the child standing opposite.
Development of orientation skills in the surrounding space, the ability to clearly differentiate the main directions of space, verbally designate them with the appropriate terms (right - right, left - left, etc.).
Improving the ability to determine the direction of the location of objects located at a considerable distance from them (2, 3, 4, 5 meters), depending on the diagnosis of a visual disease and visual acuity of each child.
Improving the ability to determine and compare the location of objects in space in relation to each other and verbally indicate the spatial arrangement of objects relative to each other in the environment (the table is by the window, the picture is hanging on the wall, the toy is in the closet on the top shelf, etc.) .
Development of the ability to identify sides (parts) of toys and surrounding objects (for example, a car, a toy cabinet, etc.), use terms in speech (front - back, top - bottom, right - left).
Consolidation and improvement of the ability of children to move in the named direction according to landmarks and without them, to maintain and change the direction of movement.
Improving the ability to understand and actively use in speech the designations of the direction of movement (up, down, forward, back, left, right, next to, between, opposite, behind, before, in, on, before, etc.).
Acquaintance of children with the scheme of the path of movement in the premises of the kindergarten.
Learning to draw up the simplest path diagrams in directions from the group to the locker room, to the doctor's office, to the music hall, etc.
Orientation in space according to the path diagram, verbally denoting the directions drawn on the path diagram.
Modeling of spatial relationships (doll room, closet with toys, etc.).
Development of micro-orientation skills on the surface of a sheet of paper, flannelgraph, table, slate board.
Consolidation and development of the ability to distinguish the spatial features of objects and the spatial relationship between them with the help of vision and touch.
The development of the ability of children to determine the sides of the person standing in front and opposite, to correlate with the sides of their body; in their verbal designation, actively use the appropriate spatial terms (right - left, etc.).
Development of the ability to receive, analyze and verbally describe information about the surrounding space and objects located in it, obtained with the help of all analyzers.

Activities with children with visual impairments. Game exercises for the prevention of visual impairment Corrective work with preschool children with visual impairment

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