Correctional and pedagogical work of a typhlopedagogue with children of primary preschool age. Responsibilities of a correctional teacher (typhlopedagogue) in a preschool educational institution of a compensating type for children with visual impairments

Olga Buryakova
Correctional and pedagogical work of a typhlopedagogue with children of primary preschool age

Vision -

the most beautiful gift of nature,

helping to understand the world around.

Vision is the most powerful source of our knowledge about the external world, one of the most complex, amazing and beautiful properties of living matter. We all know that a person receives a greater percentage of information about the world around him through a visual analyzer using various vision functions. From the very birth of a child, all his movements and subject-practical actions are carried out with the participation and under the control of vision. Therefore, the eyes of a child with impaired vision deserve exceptional attention and respect. Correction Visual perception disorders and secondary developmental abnormalities in children with vision pathology cannot be implemented only in directly educational activities. These children need special correctional assistance of a typhlopedagogue.

The most important task typhlopedagogue is the formation in children of the skills of socially adaptive behavior, which allows preschooler with visual pathology to be adequate and independent in various domestic and social situations, as well as in communication with peers and adults.

Corrective Education begins as soon as the child enters kindergarten. Here the kid gets acquainted with the teachers, with me, typhlopedagogue with an orthopedic nurse. This period is difficult not only for the child, but also for teachers. The process of adaptation of young pupils is complicated by wearing glasses and getting used to the occluder.

One of the most basic methods for restoring the visual acuity of a visually impaired eye is the direct occlusion method, when the better-seeing eye is turned off from the act of vision and the baby is forced to use the visually impaired eye for orientation. There is a process of social deprivation.

Social deprivation is the deprivation and restriction of conditions for full-blooded communication of the child with the outside world, which causes painful experiences, leads to aggression, to self-isolation, to the disruption of various types of children's activities.

Therefore, during this period, my main goal corrective activity is the purposeful education in children with visual impairment of the desire to come into close contact with children and adults, i.e. with the immediate environment, so that the child has an interest in what is happening around. This is one of the conditions for success corrective work. To do this, I widely use game techniques. To the children with me "come" fairy-tale characters, for example, Gingerbread Man, Snowman, Kesha the Clown, forest dwellers - a bear cub, a squirrel.

During the period of adaptation, during the period of getting used to occlusion by visually impaired children, typhlopedagogue does not conduct an initial diagnostic examination of visual perception, as I believe that this examination will be biased. Therefore, in the first the younger group is not three, but only two diagnostic examinations (December and April). The next, no less important feature remedial education in the first junior group is a type of activity. Tiflopedagogue conducts only frontal classes together with the teacher, because the principle of selecting children for corrective work on visual acuity which is used by all typhlopedagogues(special correctional work is carried out with children, whose visual acuity is below 0.4, loses its power here. It is very difficult for a 2-year-old child to accurately determine visual acuity.

Foreground in corrective work there is a special type of classes that conducts typhlopedagogue- pre-apparatus preparation. Pre-apparatus preparation includes special games and exercises that introduce children to the pictures of the Orlova table. In addition to this developed special recommendations for educators of groups on conducting pre-apparatus training.

From the age of 2, we teach children with visual impairments various exercises for the eyes, turning them into a game, using toys, balls, all kinds of bright attributes and aids (children follow the movement of the toy in the teacher’s hands or show Mishka, Hedgehog how they can blink quickly , close your eyes, open wide, etc.). At first, babies don’t even know how to blink on instructions, but, while playing, they quickly master the simplest complexes of visual gymnastics. Be sure to include visual gymnastics complexes in the content of the lesson. Its role is great for the development and activation of the visual muscles, stimulation of various visual functions and to relieve fatigue and eye strain. It is effective to use a combination of physical education with visual gymnastics.

Particular attention in correctional work with younger preschoolers is given to games and exercises that develop visual perception and orientation in space, touch and fine motor skills. At the initial stage of development of visual perception typhlopedagogue teaches children to fix their gaze on a toy or object, to distinguish them, to recognize them among others; follow their movements with their eyes; highlight the main visually perceived signs (such as color, shape, size).

Gradually, with the development of the visual abilities of children, they become more complicated and corrective tasks. Children are learning:

Recognize and name primary colors and shapes "Find the Red", "Find a Circle");

Match objects and images by color and shape ( "Help the mouse to hide", "Connect the balloon with a thread of the corresponding color");

Distinguish, highlight and compare the size of objects ( "Find big and small toys", "Collect the Pyramid".

Tiflopedagogue in correctional Classes for the development of visual perception include tasks that contribute to the activation of the amblyopic eye. (Amblyopia is a visual impairment associated with a decrease in visual acuity that occurs without an apparent anatomical cause). This includes tasks for tracing along a contour, tracing through tracing paper, tracing by points, hatching, mosaic exercises, etc. Teaching orientation in space begins with familiarizing children with a group room, bedroom, locker room. How to open the door, how the beds are arranged in the bedroom, then we learn to highlight, identify and name objects around us and in the immediate environment.

With monocular vision, perception is carried out by only one eye. Children with monocular vision experience difficulties in orientation, especially where visual orientation is necessary. Games for the development of spatial orientation in large and small spaces are included in various types of children's activities (walk, exercise, etc.). For the development of visual spatial orientation in microspace, I use labyrinth tasks. labyrinths can be different: taken from the methodological literature, and most often I invent it myself, because it is not always possible to find a labyrinth on the topic that is currently being studied. The main thing when compiling labyrinths for children from 3 to 5 years old is to remember that the labyrinths should have one entrance and one exit.

AT corrective activities for the development of touch and fine motor skills with children of primary preschool age I include exercises for the hands, introduce children to the name of the fingers, teach them to perform various actions with the whole hand and with each finger separately (for example, touch the toy with the index finger or stroke the soft toy with the whole hand).

I pay special attention to the formation in children of a consistent tactile examination of toys and objects. (For example, when examining a doll, a child identifies its head, torso, arms, legs; when examining a toy depicting an animal, the head, torso, paws, tail). In order to teach children to visually control the actions of their hands, I offer tasks in which it is necessary to circle the object along the contour (finger, pointer, hand, felt-tip pen); match the images to the contours, the figures to the slots, circle them with your hand and accurately impose. At the first stages I spend with children games and exercises that require the simultaneous use of both sight and touch. Then children learn to examine and recognize toys and objects, geometric standards only with the help of touch, for example, "Wonderful bag", "Guess by touch". For children with very low vision, such skills acquire a huge compensatory value.

Correctional work on the development of visual perception, orientation in space is carried out in close relationship with educators groups:

educators junior groups perform recommendations and tasks that are recorded weekly typhlopedagogue in"Relationship Notebooks".

Teachers of the middle group joint work perform according to the general plan with me for the development of visual perception, orientation in space and fine motor skills.

Joint with the educator GCD (sculpting, application, designing, drawing).

THE WORK OF A TIFLOPEDAGOGUE IN A PRESCHOOL FOR CHILDREN WITH VISUAL IMPAIRMENT

According to the latest data (Materials of the All-Russian Scientific and Practical Conference), currently 1.6 million children living in the Russian Federation are in need of correctional education, of which 353 thousand children attend groups and institutions of preschool education of a compensatory type.

Most children have functional visual impairments (strabismus and amblyopia), these disorders are also called functional low vision. Some children have organic lesions of the visual analyzer, and they belong to the group of truly visually impaired children.

By definition, “Visually impaired children are children whose visual acuity (corrected) is reduced to 0.05-0.4 due to refractive errors, diseases of the environments of the eyes, retina and optic nerve.

Along with a decrease in visual acuity, there are also violations of other visual functions of varying degrees - light and contrast sensitivity, temporal resolution, color discrimination, visual fields, and others. With all this, a large number of children have a complex structure of the defect, that is, a combination of two or three developmental disorders (vision and speech, vision - speech - mental functions, vision - musculoskeletal system).

Obviously, a decrease in visual functions leads to a disruption in the normal interaction of the child with the environment, moreover, the experience of interaction plays an important role in the development of the central nervous system.

The theory and practice of teaching children with visual impairment indicates that visual impairment inevitably has a negative impact on the visual act, reduces the quantity and quality of perceived information.

It is proved that the decrease in functions causes fragmentation, distortion of perception, makes it difficult to establish cause-and-effect relationships between objects and phenomena, and reduces the level of emotional perception of objects in the outside world.

Children with visual impairment experience serious difficulties in determining the color, shape, spatial arrangement of objects, in performing practical actions, in orienting themselves in small and large spaces.

In addition, the shortcomings of visual perception cause the formation of fuzzy images - representations, negatively affect the development of mental operations, which greatly complicates their cognitive activity.

There are violations of memory, attention, without which it is impossible to perceive information about the outside world. Formed, but not included in various activities, representations quickly disintegrate.

Children with visual impairments are characterized by a low level of ability to holistically, in detail and consistently perceive plot images, as well as translate visual information into a speech plan. Children have difficulties associated with the pace of work, with the quality of tasks, there is a rapid exhaustion of the nervous system.

Based on the foregoing, it is clear that children with visual impairments need special assistance, the essence of which lies in its complexity, that is, in the close interaction of tiflopedagogues, speech therapists, educational psychologists, and educators.

The specifics of the work of speech therapists, psychologists, educators in a kindergarten for children with visual impairment is that they are required to have knowledge in the field of ophthalmology: knowledge of the diagnosis, visual acuity of each child, spectacle correction, the use of techniques to relieve visual tension, compliance with the requirements of visual hygiene, in the field of typhlopedagogy: possession of appropriate teaching methods, the use of special visual aids (stuffed animals, dummies, relief pictures, color images of a certain size and color intensity).

Specialists build work with children not only taking into account the correction of identified disorders, but also taking into account the development of compensation mechanisms, that is, the ability to effectively process information in conditions of visual impairment, on a polysensory basis.

The typhlopedagogue is the coordinator in the system of interaction and continuity in correctional work, since he is in charge of a global problem.

FUNCTIONAL DUTIES OF THE TYFLOPEDAGOGUE.

The tiflopedagogue plans and carries out corrective work to correct the identified deviations.

Develops children's compensatory abilities to learn about the world around them. Advises educators on the conduct of classes, attends the educator's classes and analyzes the children's assimilation of the program, on the basis of which he organizes individual work with children.

Provides interrelation and continuity in correctional work with all specialists and educators.

Works with parents.

MAIN DOCUMENTATION OF THE TYFLOPEDAGOGUE.

Survey cards, individual support cards, IPC protocols.

Perspective plan.

Calendar plan

Parenting plan.

Interaction with educators and specialists.

TYPES OF SPECIAL LESSONS CONDUCTED BY THE TIFLOPEDAGOGUE.

Classes to improve sensory standards.

Expansion of knowledge about sensory standards; reinforcing ideas about

system of sensory standards; enhanced sensory skills

standards at the level of naming, recognition, operation;

Formation of skills to use sensory standards in the analysis

properties and qualities of objects;

Expansion of ideas about the properties and qualities of objects in the real world;

Classes to expand the ways of examining objects.

Clarification of subject representations,

Formation of the ability to recognize objects in different modalities;

Formation of the ability to identify signs of identification,

Formation of visual, tactile and polysensory skills

perception of objects.

Classes to expand and correct ideas about objects and phenomena of the world around..

Expansion and deepening of knowledge about subjects;

Formation of methods for examining objects on a polysensor basis;

Consolidation of ideas about objects and phenomena of the world around

by incorporating them into new activities.

Classes to improve the depth of space.

Development of spatial perception through the formation

non-stereoscopic ways of perceiving the depth of space,

Formation of skills to transfer knowledge into free space and

practical activity.

Classes on the development of spatial orientation.

Formation of spatial representations,

Orientation learning based on representations.

Expansion of experience of orientation in the surrounding world.

Classes to improve the ability to perceive the plot image.

Formation and consolidation of skills in detail, consistently and holistically

perceive the plot image;

Formation of the ability to establish causal relationships and

relationships based on the selection of informative features;

The development of connected speech.

Classes for the development of visual-motor coordination.

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;

Development of the ability to use a pen, pencil (draw lines,

connect dots, write numbers, letters).

Classes on the development of secure analyzers.

Development of tactile perception;

Development of auditory perception

The development of the sense of smell.

Classes for the development of mental functions:

Development of attention;

Memory development (visual, auditory, tactile)

When working with visually impaired children, certain conditions for conducting classes must be observed:

Illumination of the workplace is selected individually in accordance with the characteristics of the visual system (decrease in sensitivity to light or its increase - photophobia);

The posture of the child during classes should not have a negative impact on his posture;

The optimal distance from the eyes of visual material is 20-30 cm;

Prevention of visual fatigue The duration of visual work should not exceed 10-15 minutes.

During breaks for rest - visual fixation of distant objects or adaptation to a white or green background of medium brightness.

Certain requirements for visual material.

Each image should have a clear outline, high contrast with the background (up to 60-100%). Negative contrast (dark on white, light yellow, light green) is perceived better than positive contrast (white on black).

It is important to limit the information capacity of images and plot situations in order to eliminate redundancy that makes identification difficult. The number and density of images, the degree of their dissection matter.

Accounting for the teacher's individual pace of visual work of the child.

Increasing the exposure time of visual aids (especially when the object is perceived in a tactile-visual way).

The location of the illustrative material in a vertical plane in front of the child's gaze.

Connecting a hand to trace a shape or outline for tracing, using embossed (raised) outlines.

The arrangement of objects for viewing against the background of the window, the background of the teacher's clothes is not allowed.

It is not allowed to place objects against the background of glare surfaces (painted)

The inclusion of auditory, tactile, olfactory, taste sensations in the process of visual perception, which allows children to form stable, high-quality ideas about objects and phenomena of the world around them.

WORK OF THE TYFLOPEDAGOGUE WITH EDUCATIONERS.

The work of a typhlopedagogue with educators is not limited to helping in conducting classes, in attending classes. To improve the quality of work, the implementation of specifics, educators must be armed with special knowledge. A typhlopedagogue should help them in this. To do this, based on the needs of educators, consultations are being prepared by the tiflopedagogue.

Sample list:

Memo for educators on visual pathology of the group, which gives:

title and brief description of the violation

the possibilities of vision in this pathology

factors. affecting visual impairment

Features of working with blind children

Features of working with visually impaired children

Peculiarities of work with children with amblyopia and strabismus.

The correctional environment of the group and the list of benefits for the development of safe analyzers.

Requirements for the organization of visual work with children

Features of work on the formation of orientation skills in space with blind and visually impaired children

Didactic games in the upbringing and education of children with visual impairments.

WORKING WITH PARENTS.

The work of a typhlopedagogue with parents is aimed at involving parents in the home pedagogical process for the development of visual or tactile (depending on the pathology) perception. For the implementation of the home pedagogical process, parents must be properly prepared. For this, the typhlopedagogue conducts individual consultations and demonstration classes for them. Wall information is widely used in the form of articles with specific recommendations on family education of children.

The Internet is being used. Closed groups are being created on the social network, where photos, videos and text documents are posted to familiarize parents with the work of teachers, and online consultations are held.

Topics for parenting advice.

Family education of children with visual impairment.

Help children explore the world around them.

Strabismus and amblyopia, the cause of their occurrence.

Proper nutrition for the eyes.

Rest for the eyes, sun treatment.

Corrective games and exercises that contribute to the development of vision.

How to help a child with impaired attention.

What is tactile perception and how to develop it.

Developing tactile sensations in children at home and on the street

Visually impaired child in the family.

PROGRAMS USED FOR PLANNING WORK WITH CHILDREN WITH VISUAL IMPAIRMENTS.

From birth to school.

Programs of special (correctional) educational institutions of the IV type (for children with visual impairment). Ed. L.I. Plaksina M., 2003

Special correctional programs for preschool children with severe visual impairments. Scientific hand-l. V.A.Feoktistova.SPb., "Education" 1995

LITERATURE.

Education and correction of the development of preschool children with visual impairment. Toolkit. SPb., 1995

Modernization of special education: problems of correction, rehabilitation, integration. St. Petersburg, Russian State Pedagogical University named after A.I. Herzen, 2003

We protect and develop vision. G.V. Nikulina, L.V. Fomicheva, St. Petersburg, 2002

We develop perception in a child. M.E. Bernardskaya, I.V. Blinnikova, O.G. Solntseva, M., Enlightenment, 2001

Collection of scientific works "Issues of training and education of the blind and visually impaired", Leningrad, 1982

"Military duty" - The content of the military duty of citizens of the Russian Federation is determined by the Federal Law "On military duty and military service". Wartime - the period of the actual presence of the state in a state of war. Mobilization - a set of measures to transfer the Armed Forces, the economy of the state and the state authorities of the country to martial law.

"Responsibilities of parents and children" - What every child must do. 2. Respect the daily routine of the parents. Responsibilities of parents in the upbringing of a child Responsibilities of children in relation to parents. Responsibilities of children towards their parents. 6. Speak only then, Supervise the child's proper attendance at an educational institution.

"Working program" - Structure of study programs: Author's program -. Deputy Director for Academic Affairs. Regulatory; Purposeful; informative; procedural; Estimated; - Working curriculum. Requirements for the level of mastering the subject. Control of the level of training. Work program: requirements, structure, general provisions.

"Duties of a Citizen" - S. Smiles, English writer. 1. Acquisition of citizenship by birth. 2. Admission to citizenship (naturalization). Military duty. Rights and obligations of a citizen of the Russian Federation. Citizenship of the Russian Federation. Military duty of a citizen of the Russian Federation includes: Citizen of the Russian Federation. Taxpayers have the right: The Tax Code of the Russian Federation establishes that taxes are paid in certain amounts and within predetermined terms.

"The rights and obligations of the student" - The student must not offend or offend anyone. The student must remain silent in class. Student rights. Responsibilities of the student at recess. The student has no right to touch other people's things. At recess, the student must not yell or run. The student must not fight. Student responsibilities. Responsibilities of the student in the classroom The rights and obligations of the student.

"Duties of Man" - Build your life the way you want! Plato. Uzbek fairy tale "Eyes and forehead". What are the responsibilities of the students? What did the Master say to his disciple? "Respected, if you want to be, know how to respect others." Live reasonably useful for yourself and pleasant for others! Listening to the advice of elders is essential.

Typhlopedagogue (Greek "typhlós" - blind) is a professional teacher who teaches visually impaired or blind children.

Wage

20.000–30.000 rubles (worka.yandex.ru)

Place of work

The work of a typhlopedagogue is in demand in specialized educational institutions, boarding schools or special classes in ordinary secondary schools.

Responsibilities

Most of the information from the outside world people receive through vision. If a child goes blind, or he is blind from birth, then he needs special help in the perception of information and the process of cognition.

The typhlopedagogue, using various methods, teaches the child to count, read and write, instills self-service skills, helps to navigate in space. An important role is played by moral and ethical education.

The main task of the teacher is to fully prepare the child for a conscious life in which he will have to look for work, start a family and have children.

Important qualities

To successfully fulfill the duties of a typhlopedagogue, love for children, a desire to help the weak, responsibility and goodwill are required.

Reviews about the profession

“Success in learning and good relationships with peers will help the child develop such important personal qualities as self-esteem, the desire for recognition among fellow students and relatives, the need for self-expression. How can you help your child achieve all of this? The most important thing that a blind child and his parents must understand is that the baby will have to live in a world adapted for sighted people.

Vladimir Ustinov,
Vice President of the Russian Charitable Foundation for Blind and Visually Impaired Children.

stereotypes, humor

You can most often meet women in positions, as they are more inclined to help sick children, and also more acceptable from the point of view of the children themselves and their parents.

Education

To become a tiflopedagogue, you need to get a higher specialized education in a pedagogical university. The direction is presented at the Russian State Pedagogical University. A. I. Herzen.

Pedagogical universities in Moscow: Moscow Social and Pedagogical Institute, Moscow City Psychological and Pedagogical University, Moscow State Regional University, Moscow State Pedagogical University, Moscow City Pedagogical University.

The typhlopedagogue of the educational institution for children with visual impairment is the leading specialist, coordinating and directing correctional and pedagogical work. Tiflopedagog carries out its work in the following areas.

Typhlopedagogical examination of pupils and students.

Carrying out special correctional classes with children.

Participation in the methodological work of the educational institution.

Working with parents of children attending educational institutions.

Typhlopedagogical examination.

In order for the corrective education of the child to be effective, the typhlopedagogue must have a complete understanding of the developmental features of each child, of his ability to participate in the learning process. The typhlopedagogue receives such ideas as a result of a typhlopedagogical examination of children. Typhlopedagogical examination of each child is carried out in beginning, middle and end of the school year .

Previously, the typhlopedagogue studies all medical documentation each child (general medical record, ophthalmological record, conclusion of the IPC, psychological, pedagogical and typhlopedagogical characteristics of the child, compiled by teachers-defectologists of the kindergarten he attended, extracts from inpatient medical institutions where vision was treated or the child was examined).

The most important requirement for the diagnosis of a child with visual impairment is that it must be comprehensive . It is necessary to involve data about the child obtained by all specialists (pediatrician, neuropathologist, ophthalmologist, tiflopedagogue, speech therapist, psychologist, teacher, educator).

When conducting an examination, the typhlopedagogue uses tests, diagnostic materials, eligible for benefits used in working with children with visual impairments.

Typhlopedagogical examination includes: the study of the perception of color, shape, size; complex shape; visual attention; perception of space; orientation in space; subject representations; perception of plot images. Draws attention to the development of other mental processes, features of touch and fine motor skills, SBO skills.

For a diagnostic examination, the typhlopedagogue selects related material : natural objects, toys, subject and subject images, This material must meet certain requirements for benefits for working with children with visual impairments. So, natural objects should not be large, convenient for visual and tactile examination, with clearly defined characteristic features; toys - those that really convey the appearance, structural features, main details, the correct ratio of parts of the depicted objects; toys depicting animals must truthfully reflect their appearance (structure, ratio of parts, color); subject images should be contrasting with the background, without unnecessary details and with a clear outline; on plot images, the front (near, middle and back (distant) plans should be well distinguished. The image should not be loaded with details that do not convey the content of the plot.

A typhlopedagogical examination of children is carried out, as a rule, individually . In some cases (for example, when it is necessary to identify the characteristics of children's interaction, communication skills, behavioral characteristics in a team, the ability to communicate and participate in collective games, etc.), a typhlopedagogical examination is carried out with subgroups or with the entire group of children.

Typhlopedagogical examination is carried out in a room in which the child feels comfortable. This can be an office of a typhlopedagogue or a group room (when the rest of the children are out for a walk), if the child feels more confident there.

Based on the results of the typhlopedagogical examination, the content of remedial education is determined, and the means and methods of education adequate to the identified abilities of students are selected. Compiled individual correctional and developmental route .

Carrying out special correctional classes with children.

The typhlopedagogue conducts individual and subgroup correctional classes: RZV, SBO, OvPR, ROiMM. Subgroup (4-5 children) - 2-3 times a week; individual - from 1 to 5 times a week, depending on the ind. characteristics and needs of the child.

Participation in the methodological work of the educational institution.

· Assistance to teachers in the implementation of an individual and differentiated approach to children, in the choice of the most effective teaching methods, in the selection of visual and didactic material that meets certain requirements.

· Ensuring the corrective orientation of the educational process.

A visit by a typhlopedagogue to general education lessons and classes with children of educators

· Speeches of the typhlopedagogue at pedagogical councils.

· Individual counseling of teachers and educators.

· Conducting seminars.

Open classes of a typhlopedagogue with children for teachers and educators

· Promotion of typhlopedagogical knowledge.

Working with parents

Presentation at general meetings of parents

Individual consultations for parents

teaching parents how to interact with the child (showing corrective classes with children)

Practice sessions with parents

Exhibitions of popular literature, didactic games and manuals

Prepares assignments to be done with children at home.

Besides:

1. Organizes his workplace, the place of work of the child, draws up an office taking into account the program being implemented.

2. Creates a developing environment in the group, taking into account the state of vision, health and cognitive abilities of pupils.

3. Creates methodological and didactic complexes, including a catalog of periodicals of interest (magazines "Defectology", "Development and education of children", "Preschool education", etc.), special literature, as well as class notes, educational games, the design of which must comply with ophthalmic and hygienic requirements.

4. Maintains relevant documentation.

5. Conducts self-assessment of activities at the end of each academic year.

6. Collects information from medical specialists about the child's health status. Examines the level of cognitive abilities of children.

7. Based on the data obtained, draws up an information and diagnostic card for each child.

8. Fills out the child's development map, determines the main directions of corrective work for a particular child.

9. Plans the correctional and educational process in the group.

10. Produces didactic aids taking into account the program being implemented and the state of vision, health and cognitive abilities of children.

11. A typhlopedagogue is constantly working to improve the level of self-education. During the year, develops the chosen topic (studies it theoretically and prepares practical developments); according to the schedule of the administration, he attends advanced training courses, attends events held at the Faculty of Correctional Pedagogy of the Chechen State Pedagogical University, etc.

12. Constantly takes care of professional development (participates in courses, etc.).

13. Monitors the publication of new methodological literature. To get acquainted with its content, analyzes and brings to the attention of educators, parents raising children with visual impairments.

14. Carries out educational work among educators, medical specialists, parents on the issue of education, upbringing and development of children with visual impairments.