In this article:

If a child is diagnosed with a visual impairment, it must be dealt with. Such a diagnosis does not mean that the baby will not be able to study, get an education. Many children retain normal intelligence, and right classes help them adjust to a normal life.

The main task of parents is to choose the right educational institution. There should be all conditions for visually impaired and blind children. There are some developmental features that need to be taken into account. For example, problems with coordination of movement. It will help here physical activity well-chosen physical education. It is better to start classes early so that it is easier for the baby to adapt.

3 types of visual impairment

There can be many reasons for blindness or partial loss of vision. Often they appear immediately after the birth of the baby or are pathological in nature. Sometimes blindness occurs due to serious disorders of the nervous system, the brain. In children with cerebral palsy, blindness can become a concomitant disease. It happens that due to injuries or illnesses, a gradual decrease in vision occurs.

There are three main causes of decreased vision or blindness:

• congenital problems;
• hereditary diseases;
• received violations (consequences of injuries, illnesses).

Some features of the development of children with such problems should be taken into account. For example, they are deprived of the opportunity to see a person's face, and this greatly affects emotional development.

The baby cannot recognize by small facial signs, as it usually happens, a change in the mood of another person.

Often the voice and facial expression of a blind person will be unemotional, even if he is happy or sad.

It is much easier to work with children who have visual impairment due to injury or illness. They have an idea about the world around them. For them, the world still exists - it is in the imagination, dreams, dreams. They are not cut off from reality in the same way as those who are blind from birth. Although their behavior is often depressive. This makes learning and communicating with them difficult.

Development features

Vision gives us an almost complete picture of the world around us. Vision accounts for 90% of all the information that comes to us. Hearing, taste, touch and smell make up the remaining 10%.

Toddlers who are deprived of the ability to see have completely different ideas about the world. It all depends on the severity of the violations and when they occurred.. If from the very
birth, the development of the baby goes in a special way. He does not know exactly how objects look, what colors are. For him, the world consists of their sounds, the outlines of objects, the qualities of the surface.

It is more difficult for children with such problems to build a connection "the name of the object - its image." Of course, such violations do not allow them to be sufficiently independent. A blind child depends on his parents. Special schools and learning techniques help visually impaired children navigate the world.

Development features cover junior preschool age. It is now that psychological and emotional perception is being formed. There is also an active physical development.

You need to devote a lot of time to outdoor activities, games. This helps to develop good coordination of movements, the ability to navigate. True, not the types of activity will benefit.

Before starting classes, consult an ophthalmologist.

Sometimes it is worth avoiding excessive tension or pressure. This may exacerbate the problem.

Psychophysiology

Some developmental features are common to all blind children and children with severe visual impairments:

• there is a mental retardation (perhaps a small one) due to the inability to see the world around us, to understand the properties and nature of objects;
• the periods of development of a baby who sees and a blind child are not identical. Even with the saved intelligence. The point is that the other senses have to adapt to replace sight as much as possible;
• development is disproportionate. For example, thinking is well developed, but motor functions have suffered (poor coordination).

Poor coordination increases the fears of blind children. They feel insecure even where there are no dangers. Their movements are often jerky and abrupt. But the development of fine motor skills is much better than even that of a seeing crumb. Fingers become more sensitive, because this is now a special way to "see".

In order not to aggravate
intellectual problems, classes are required. In special schools, the program is as close as possible to the regular school. Here they teach to read according to a special alphabet, to understand the intricacies of mathematics and mother tongue a lot of reading aloud. Different programs are offered for kids with different disabilities. Someone can see with the help of bright colors and large shapes, someone is allowed to touch everything.

All students have the opportunity to get an idea of ​​the world. In addition to the usual classes, correctional classes are held here. If you can help somehow restore or maintain vision, then educators and doctors will help to do this.

Education

There are some features of the learning process itself. It is necessary to give the crumbs maximum attention. He cannot be left alone to study the material - the educator and teacher should be nearby. At first it seems very hard
task.

Many parents of blind children note that the beginning of school seemed like a real torment for them and for their children. You need to repeat the same movement dozens of times. But kids learn fast. After a few months, the baby enters the rhythm of learning, it becomes easier for him. He himself is looking for some ways to solve the problem.

For children with visual impairments, it is imperative to select a special kindergarten, school. There they will be able to realize their full potential at 100%. Often visual impairment has nothing to do with intelligence. Intelligence is preserved and requires knowledge, training, learning new things.. Leaving such a child completely unattended is wrong.

For young children, it is important to choose the right toys.. They should contain large convex details.

So a visually impaired or blind baby can use the handles to study the toy. This will help to understand how a person's face, his body is arranged. For the visually impaired, it is better to pick up bright toys - so they can distinguish colors.. Education from an early age becomes the driving force for development. Otherwise, the baby will be scared, hard in an unfamiliar and incomprehensible world. Without proper attention, children with visual impairments often withdraw into themselves, do not make contact.

Speech development

The main problem is that children do not see articulation. Ordinary children learn by looking at their parents without noticing it themselves. We pronounce words, sounds - at this moment the shape of the mouth changes, the lips stretch or, conversely, shrink. All these small movements are clearly visible to sighted children and are involuntarily assimilated. They have less problems with speech than in children with visual loss.

For blind children, learning to speak is a lengthy process.
They begin to perceive by ear, repeat the words. But most of them have speech defects. It is difficult to fix them, because usually a speech therapist works with a sighted baby, showing him the position of the lips and tongue. And here only a long training can help, correct speech from parents and educators.

For the development of speech, it is necessary to read to the baby more often, talk to him, push him to communicate. Here the same rule as with sighted children: communication in a peer group can teach them a lot. It is always an exchange of experience, including verbal.

creative development

Many blind children are interested in modeling, working with paints. Finger painting, sculpting - for them it is a special way to communicate with the world. Some of them become quite talented in the artistic field.. And these children can have a very good ear for music.

Parents need
pay attention to the talents of the child. Art circle or special School of Music can be a real outlet for a child with visual loss.

Blind people are often fond of sports. Why not? They can train, compete and win just like the sighted. The main thing is to interest the child in such activities. Of course, it will be difficult at first. Sports help in the development of coordination of movements. This is exactly what the blind and visually impaired lack.

social development

Do not limit the social circle of a child with visual impairment. It is useful for him to play with other children, and it does not matter whether they see or not. So the baby becomes more confident in himself and his abilities. If he manages to make friends with someone, that's great.

You can’t make it clear to him that he is “not like everyone else” and this is bad.

Yes, a child with vision loss is different from others, but this does not make him worse.

Give him homework. For example, water plants, wipe dust. By showing them how to do this several times, you can entrust the child with these simple responsibilities. Of course, you will have to help him, let him down, give something, indicate the place. Children usually take on such responsibilities with pride. It gives them a sense of their own importance..

Similar
small household chores are a good impetus for the development of the child. Many parents do not understand this, protecting children from any business. So they become completely dependent, they cannot even take care of themselves a little.

It is even worse if they are completely protected from healthy children. Playing and communicating only in their own circle, children with visual impairments lose a lot. Playing with ordinary children can teach a lot on a simple, childish level.

Choice of kindergarten and school

Education is quite possible for children with various visual impairments. You can not limit their communication and development. You can find a good kindergarten or school. The main thing is that this way the baby will feel the same as other children. Here they study, communicate, play and make friends. Specialists work in a kindergarten or school for children with reduced vision. They can answer parents many important questions about vision correction, the baby's capabilities, and further education.

Choosing educational institution, pay attention to the following points:

• There should be no more than 10-15 people in one study group. This will allow educators to give maximum attention to all children;
• the training program is selected individually;
• necessarily there is equipment that helps children;
• many kindergartens and schools for children with vision problems conduct remedial classes;
• there are no ridicule and insults from other children, everyone is in the same conditions;
• schools help to adapt the child in society. They have social development programs for toddlers and teenagers;
• textbooks use braille, so that the baby learns to read.

Children with visual impairments have every opportunity to study, get a profession and work. Today there are many schools, development clubs, sports sections for those who have serious vision problems. This helps them to have a normal childhood, the same as that of seeing children.

Prevention

The most important thing is to identify the problem in time. To do this, you must always set
time to visit an ophthalmologist, undergo checkups. The first eye test is waiting for the baby at 1 month. The doctor may notice the first signs of a problem at such an early age, and then it will be much easier to treat or maintain vision. And parents will have more time to orient themselves.

What can be done to prevent vision problems?

1. Do not overload your eyes. Less TV, computer. You can not completely limit the baby in this, but you need to respect the time frame.
2. Find the right lighting in the room, at the desk.
3. Wear properly fitted glasses if necessary.
4. Take vitamins for the eyes.
5. Avoid exposure to the sun without special glasses.
6. Regularly observed by an ophthalmologist, follow his instructions.

In this way, vision can be saved if it is already suffering.. Sometimes it is worth waiting a few years, and then it will be possible to do corrective surgery. This possibility should not be ruled out. Many eye diseases are treatable, even if vision has fallen severely.

1.1 Characteristics of children with visual impairment

Vision is the most powerful source of information about the outside world. 85-90% of information enters the brain through the visual analyzer, and a partial or deep violation of its functions causes a number of deviations in the physical and mental development of the child.*

The visual analyzer provides the most complex visual functions. It is customary to distinguish five main visual functions: 1) central vision; 2) peripheral vision; 3) binocular vision; 4) light perception; 5) color perception.

As noted by V.I. Beletskaya, A.N. Gneusheva (1982), G.G. Demirchoglyan (1996) and others, central vision requires bright light and is designed to perceive colors and small objects. A feature of central vision is the perception of the shape of objects. Therefore, this function is otherwise called shaped vision. The state of central vision is determined by visual acuity. In medical terminology, visual acuity is referred to as Visus. The unit of measurement of the optical medium of the eye is the diopter (D). Visual acuity of the right eye - Vis OD, left - Vis OS. Vision, in which the eye distinguishes two points at an angle of view in one minute, is considered normal, equal to one (1.0). Shaped vision develops gradually: it is detected at 2-3 months of a child's life; movement of the gaze behind a moving object is formed at the age of 3-5 months; at 4-6 months, the child recognizes the relatives caring for him; after 6 months the child distinguishes toys - Vis-0.02-0.04, from one to two years Vis-0.3-0.6. Recognition of the shape of an object in a child appears earlier (5 months) than recognition of a color.

Binocular vision - the ability of spatial perception, volume and relief of objects, vision with two eyes. Its development begins at 3-4 months of a child's life, and the formation ends by 7-13 years. It is improved in the process of accumulation life experience. Normal binocular perception is possible with the interaction of the visual-nerve and muscular apparatus of the eye. In visually impaired children, binocular perception is most often impaired. One of the signs of a violation of binocular vision is strabismus - a deviation of one eye from the correct symmetrical position, which complicates the implementation of visual-spatial synthesis, causes a slowdown in the pace of movement, impaired coordination, etc. Violation of binocular vision leads to instability of gaze fixation. Children are often unable to perceive objects and actions in relation, experiencing difficulties in tracking moving objects (ball, shuttlecock, etc.), their degree of remoteness. In this regard, such children should be given more time to examine objects and dynamic perception, as well as verbal description of those objects and actions that students will observe on their own. An important means of developing binocular vision are various types of household work and play activities: playing ball, skittles, etc., modeling and designing from paper (origami), cardboard, mosaic classes, weaving, etc. The development of visual-spatial synthesis contributes to improving orientation in space during gaming activities, physical education and sports.

Peripheral vision operates at dusk, it is designed to perceive the surrounding background and large objects, and serves to orient in space. This type of vision has high sensitivity to moving objects. The state of peripheral vision is characterized by the field of view. The field of view is the space that is perceived by one eye when it is stationary. A change in the visual field (scotoma) can be an early sign of certain eye diseases and brain damage. They differ in their location. A relatively small narrowing of the boundaries of the field of view is usually not noticed by children. With more pronounced changes in the boundaries of the visual field, children experience difficulties during orientation and visual-spatial analysis. The presence of livestock in the field of view leads to the appearance of dark spots, shadows, circles and other types of visual field disturbances, complicating the perception of objects, actions, and the surrounding reality.

Visually impaired children have different states of visual fields, due to the nature and degree of visual pathology. Children with a narrowing of the field of vision up to 10 ° can already be recognized as visually impaired and are sent for education to schools of III-IV types. It is important for a physical education teacher to have information about the state of both central and peripheral vision of each student. At physical education lessons, exercise therapy, rhythmics, in the process of spatial orientation, peripheral vision, and when reading, examining drawings, visual aids in the lessons of chemistry, biology, etc. - central. This information should be taken into account in the process of spatial orientation, in movements, in games, when throwing at a target. T.A. Zeldovich (1964), V.V. Vasilyeva (1966) and others note that under the conditions of special training, under the influence of outdoor and sports games, the field of view, spatial vision improves, visual and tactile control over the performance of movements improves.

Thanks to color vision, a person is able to perceive and distinguish the whole variety of colors in the world around him. The appearance of a reaction to color discrimination in young children occurs in a certain order. The fastest way the child begins to recognize the colors red, yellow, green, and later - purple and blue. The human eye is able to distinguish a variety of colors and shades by mixing the three primary colors of the spectrum: red, green and blue (or violet).

Loss or violation of one of the components is called dichromacy. This phenomenon was first described by the English chemist Dalton, who himself suffered from this disorder. Therefore, violations of color vision in some cases are called color blindness. With a violation of the susceptibility of red, red and orange shades appear to children as dark gray or even black. Yellow and red traffic lights are the same color for them.

Tones of the color spectrum differ from each other in three ways: color tone, brightness (lightness) and saturation. The development of contrast in the education of children with visual impairments is important. Strengthening the brightness, saturation and contrast will provide a clearer perception of the depicted objects and phenomena.

In visually impaired children, color vision disorders depend on the clinical forms of low vision, their origin, localization and course. In the blind, instead of vision, the control of hand movements is replaced by muscular feeling. V.P. Ermakov, G.A. Yakunin (2000), referring to the works of V.M. Bekhtereva, E.G. Libman (1974) and others note the fact that both normal-sighted and blind, visually impaired people have skin-optical sensitivity (“skin vision”), the ability of the skin to respond to light and color effects. The difference in color shades, according to the authors, is due to the different qualities of color perception. Color tones are divided into: 1) "smooth" and "slippery" - blue and yellow; 2) "attractive" or "viscous" - red, green, blue; 3) "rough" or "braking" hand movements - orange and purple. The most "smooth" is caught White color, and "braking" - black.

Teachers need to be aware of the color discrimination abilities of students. This is important when demonstrating and using colored sports equipment (balls, hoops, jump ropes, skis, etc.), visual aids, viewing reproductions, etc. In the manufacture of visual aids for children with visual impairments, mainly red, yellow, orange and green colors are used.

Light perception is the ability of the retina to perceive light and distinguish its brightness. Distinguish between light and dark adaptation. Normally seeing eyes have the ability to adapt to different lighting conditions. Light adaptation - the adaptation of the organ of vision to a high level of illumination. Light sensitivity appears in the child immediately after birth. Children who have impaired light adaptation see better at dusk than in the light. Some children with visual impairment have photophobia. In this case, children use dark glasses. Such a child should be offered a place for physical education in the shady part of the hall, sports ground or stand with his back to the sun (light source).

Dark adaptation disorder leads to loss of orientation in low light conditions. The illumination of the sports hall (premises) in schools of III-IV types should be much higher than for students with normal vision.

Visual dysfunctions in children school age

According to the WHO ( World Organization Health, 1999), there are more than 35 million blind people worldwide, in Russia - 260 thousand. Blindness can be congenital and acquired. Congenital blindness is a violation of the development of some parts of the brain, optic nerves, retina. Acquired blindness develops after eye diseases: glaucoma, trachoma, keratitis, damage to the optic nerve, as well as after injuries of the eyeball, damage to the orbit and craniocerebral trauma]

A visually impaired child is a term referring to both the blind and visually impaired. The blind are divided into totally blind (Vis - 0) and children with residual vision (Vis from 0 to 0.04 with optical correction with glasses on the best eye) / Visually impaired children are diverse in terms of visual functions. This is primarily due to the clinical forms and the degree of their ocular pathology. Visually impaired people are considered to have visual acuity from 0.2 to 0.6 Os (optical correction with glasses on the best eye). This category includes children with the following diseases: myopia, hyperopia, strabismus, astigmatism, albinism, amblyopia, nystagmus, microphthalmos, children with monocular vision, as well as with impaired central and peripheral vision, etc.

The analysis of special literature allows visual impairment to be conditionally divided into deep and shallow. G.V. Nikulina (2002) proposes the following classification: visual impairments associated with a significant decrease in such essential functions, as visual acuity and (or) visual field, having a pronounced organic visual derivation. Depending on the depth and degree of violations listed functions blindness or low vision may occur. Minor visual disturbances include disturbances in oculomotor functions (strabismus, nystagmus); color vision disorders (color blindness, dichromacy); violations of the nature of vision (disorders of binocular vision); visual acuity disorders associated with disorders of the optical mechanisms of vision (myopia, hypermetropia, astigmatism, amblyopia).

Let us dwell on the most characteristic visual impairments in schoolchildren.

Myopia (myopia) is characterized by a lack of refractive power of the eye, as a result of which children see poorly distant objects, actions, and what is written on chalkboard. When reading, students bring the book closer to their eyes, bow their heads strongly while writing, squint their eyes when looking at objects - these are the first signs of the development of myopia. The visual capabilities of children with myopia when working near are relatively large. However, continuous prolonged visual load on close range should be no more than 15-20 minutes. There are three degrees of myopia: a weak degree - up to 3 D; medium - from 3 to 6 D; high degree - over 6 D. With a high degree of myopia, detachment of the retina is observed. Often the cause of retinal detachment is trauma, excessive physical activity, body shaking, etc.

At present, myopia has enough wide use and is due to increased visual loads, social and geographical aspects. So, for example, myopia is noted in 60% of school graduates Russian Federation. The cities noted large quantity children with myopia than in rural areas. Among children involved in sports, myopic children are much less. In children who are poorly developed physically, myopia develops more often and progresses faster.

In order to compensate for myopia, glasses are prescribed. For its treatment are used: spectacle correction, contact lenses, acupressure, drug treatment, physiotherapy, etc. G.G. Demirchoglyan, E.S. Avetisov, E.I. Livado, American ophthalmologist W. Bates and others offer special exercises to improve vision for the treatment and prevention of myopia.

To prevent myopia and stop its progression, many authors (Aldous Huxley, 1997; S.I. Shkarlova, V.E. Romanovsky, 2000; and others) recommend the following set of measures:

General strengthening of the body;

Activation of the functions of the respiratory and cardiovascular systems;

Strengthening the musculoskeletal apparatus of the eye;

Improving the activity of the muscles of the eye, in particular the accommodative muscle;

Strengthening the sclera, etc.

Farsightedness (hypermetropia) is characterized by the fact that the focus of parallel rays after their refraction in the eye is lying behind the retina. In newborns, the eyes are usually

farsighted. As a result of the growth of the eye, the size of the eyeball increases, and by the age of 10 the eyes become proportionate, and if the development of the eye lags behind, then it becomes farsighted. At the same time, the functionality visual system when working near, worse than near-sighted. Far-sighted children have to strain their accommodation apparatus excessively, intense visual work causes visual fatigue in them, which manifests itself in the form of a headache, heaviness in the eyes, in the forehead, and sometimes in dizziness, the letters merge when reading, become unclear. All these phenomena are due to overwork of the ciliary muscle.

Farsightedness is corrected with optical lenses. Early detection, spectacle correction and special exercises to relieve visual fatigue can prevent the occurrence of strabismus.

Since farsightedness is not accompanied organic lesions fundus, suffering children have no contraindications to physical activity.

strabismus is characterized by deviation of one of the eyes from common point fixation. These children have peripheral vision, a decrease in visual acuity of the squinting eye, the susceptibility of objects with both eyes and the ability to merge their images into a single visual image are significantly reduced or impaired. The causes of occurrence can be: heredity, damage to the central nervous system, various refractive errors of the eye, mental trauma (fear), acute infectious diseases, excessive visual load, etc.

Treatment should begin immediately after detection. Initially, glasses are prescribed, pleoptic treatment is carried out (gluing a better seeing eye), glare with the help of special devices, exercises aimed at restoring binocular vision artificially increase the visual load (reading small print, laying out a small mosaic, sorting various types of cereals, etc.). ). E.S. Avetisov (1975) developed a method of diploptics, which makes it possible to accelerate the formation of normal binocular vision. In some cases, resort to surgical intervention. The vast majority of children with strabismus as a result of treatment can be educated in public schools. If strabismus is combined with a high degree refractive errors and decreased visual acuity, children study in special schools III-IV types.

ASTIGMATISM - a combination in one eye of different types of refractions or different degrees of refraction of the same type. Symptoms of astigmatism: pronounced phenomena of visual fatigue, headaches, blepharoconjunctivitis, less often - chronic inflammation of the edges of the eyelids. The reasons for the development of astigmatism can be: an injury to the eye, surgical interventions on the eyeball, diseases of the cornea.

Used to treat and correct astigmatism following methods: spectacle correction, correction with contact lenses, surgical methods of treatment (S.I. Shkarlova, V.E. Romanovsky, 2000). When choosing a correction, the degree of astigmatism is first established, and when assigning glasses, the individual tolerance of the correction, calculated on visual comfort, is taken into account. Moderate astigmatism (up to 0.5 D) is so common that it is called physiological astigmatism.

nystagmus (eye trembling) spontaneous oscillatory movements eyeballs. In direction, it can be horizontal, vertical and rotational; in appearance - pendulum-shaped, jerky and mixed. Causes of nystagmus: lesions of such parts of the brain as the cerebellum, pituitary gland, medulla oblongata, etc. Nystagmus, as a rule, does not cause concern to children, but they experience blurred perception even with sufficiently high visual acuity, visual weakness, which is difficult to correct. Therapy of nystagmus is carried out with the help of spectacle correction (in the presence of refractive errors), pleoptic treatment, strengthening of the accommodation apparatus, drug treatment, which can lead to a partial decrease in the amplitude of nystagmus, an increase in visual functions.

Amblyopia is a decrease in vision for no apparent reason, which is expressed in a decrease in the acuity of central vision. Often occurs due to forced inactivity of the eye with strabismus and impaired binocular vision. With amblyopia, organic disorders are not observed, but in some cases it can lead to amorrhosis (total blindness).

In blind children, partial atrophy of the optic nerve or complete atrophy of the optic nerve is most common.

Cataract - clouding of the lens of the eye, which leads to a significant decrease in visual acuity.

Glaucoma is an increase in intraocular pressure, which, in turn, leads to an increase in intracranial pressure.

Retrolental fibroplasia is a disease in which a dense membrane of connective tissue and detached retina as a result of the toxic effect of 80-100% oxygen, which is given to premature babies, which causes partial or complete retinal detachment. Most often, retro-lental fibroplasia ends in blindness. This disease is present stage ranks second out of total number eye diseases in children.

Blind children also have such visual impairments as a decrease in the functions of the visual analyzer, damage to the organ of vision or the eye as a whole, tumors of the brain or eye (retinoblastoma), etc.

The teacher, educator, parent needs to imagine how children with various visual impairments see.

Rice. 2.1. The boundaries of the normal Fig. 2.2. Normal vision field of view

Rice. 2.3, a. Half Fig. 2.3, b. half

Rice. 2.4, a. Half Fig. 2.4, b. half

loss of vision loss of field of vision

Rice. 2.5. This is how a person sees, Fig. 2.6. So sees a person suffering from macular degeneration suffering from cataracts

This is how a person with a retinal detachment sees

glaucoma sufferer glaucoma sufferer

a. retinitis pigmentosa b retinitis pigmentosa

(otherwise called "tunnel vision"

a. This is how a person sees b. This is how a person sees

glaucoma sufferer glaucoma sufferer

Information about the work "Methodology of adaptive physical culture for visually impaired and late-blind children in boarding school 3-4 types of Yakutsk"

In the mental development of the child, the most important role is played by optical perception (vision), carried out by means of a visual analyzer. It is through the visual analyzer that a person receives the most impressions from the world around him. Such signs of an object as light, color, size, shape, extension in space, we know primarily with the help of vision. The development of orientation in space is also directly related to the activity of the visual analyzer. Visual control is of great importance for the development of human movement. With violations of the activity of the visual analyzer, the child has significant difficulties in understanding the world and orienting in it, in making contacts with people, in different types activities.

Blindness and low vision from the point of view of special pedagogy are a category of psychophysical disorders, manifested in the limitation visual perception or its absence, which affects the entire process of formation and development of personality. Individuals with visual impairments have specific features of activity, learning and psychophysical development. They are manifested in the lag, violation and originality of the development of motor activity, spatial orientation, the formation of ideas and concepts, in the methods of subject-practical activity, in the originality of the emotional-volitional sphere, social communication, integration into society, adaptation to work.

Children with visual impairments include:

blind with a complete lack of vision and children with residual vision, in which visual acuity is 0.05 or lower in the better seeing eye;

visually impaired with a decrease in vision from 0.05 to 0.2 in the better seeing eye with spectacle correction;

children with strabismus and amblyopia.

Visual impairments can be either congenital or acquired.

Congenital blindness is caused by injuries or diseases of the fetus in utero, or is a consequence of the hereditary transmission of certain visual defects.

Acquired blindness is also the result of diseases of the organs of vision - the retina, cornea and diseases of the central nervous system, complicated after infectious diseases (measles, influenza, scarlet fever), traumatic brain injuries (head injury, bruises) or eyes.

Violations of the visual analyzer can be progressive or non-progressive. A progressive disorder leads to a deterioration in visual functions (for example, in glaucoma, under the influence of an increase in eye pressure, pathological changes occur in the tissues of the eye). Brain tumors also lead to visual impairment. Non-progressive disorders include some congenital malformations of the visual analyzer, such as astigmatism, cataracts.

For the psychophysical development of the child, the time of onset of visual pathology is essential. The earlier blindness sets in, the more noticeable are the secondary deviations, the peculiarity of psychophysical development. The lack of visual orientation affects the motor sphere, the maintenance of social baggage, especially in those born blind. Sometimes for the blind, the main factor of orientation can be sound.

Loss of vision forms the originality of the emotional-volitional sphere, character, sensory experience. The blind have difficulties in learning, in playing, in mastering professional activity. At an older age, everyday problems arise that entail complex experiences and negative reactions. The peculiarity of the character and behavior of the blind entails in some cases uncertainty, passivity, a tendency to self-isolation; in others - increased excitability, irritability, turning into aggressiveness. Development cognitive processes(Attention, logical thinking, memory, speech) in the blind-born is normal. Violation of the interaction of sensory and intellectual functions are manifested in a certain originality of mental activity with a predominance of the development of abstract thinking.

The later the child lost his sight, the more visual representations he has, which can be recreated on the basis of verbal descriptions. If you do not develop visual memory, visual images can gradually be erased. In the conditions of special training, adequate methods and methods of using auditory, skin, olfactory, vibrational and other analyzers are formed, representing the sensory basis for the development of psychophysical processes. As a result, they develop higher forms cognitive activity, which are leading in the compensatory restructuring of perception. Blindness compensation is a holistic mental formation, a system of sensory, motor, intelligent components which creates the opportunity for a blind child to master various activities. The visually impaired have some opportunity to use their vision when getting acquainted with objects, phenomena, with spatial orientation and when moving. The leading analyzer in the visually impaired is vision, but their visual perception is partially preserved and not entirely complete. Their review of the surrounding reality is narrowed, slowed down, inaccurate, therefore visual representations have qualitative originalities, visual perception is limited. Color sensations are disturbed, color characteristics are depleted. In visually impaired people with strabismus, binocular vision is impaired, that is, the ability to see with two eyes. timely special education develops and improves shaped, spatial and stereoscopic vision.

Residual vision of the visually impaired plays essential role in its development, study, social and labor adaptation. In the correction of cognitive and personal development visually impaired children, special attention is paid to the formation of their mental activity purposefulness (in particular, the processes of visual perception), activity and consciousness, expansion and deepening of their circle of interests. Study and work should be accompanied by constant consultations with an ophthalmologist, typhlopedagogue, psychologist.

Great importance in the perception and cognition of the surrounding reality, the blind and visually impaired have a sense of touch. Tactile perception provides a complex of various sensations (touch, pressure, movement, heat, cold, pain, texture of the material, etc.) and helps to determine the shape, size of the figure, and establish proportional relationships. Various sensations perceived nerve endings skin, are transmitted to the cerebral cortex. So, the blind and visually impaired learn to “look”, “see” with their hands.

With the help of sounds - the main reference point - the blind and visually impaired can freely determine the subject and spatial properties. environment. By sound, the source and its location are determined with great accuracy. In the process of teaching and educating the blind and visually impaired, special exercises are carried out to differentiate, distinguish and evaluate the nature of an object using sound, analyze and evaluate a complex sound field. The success of mastering various types of activity: subject, game, labor, educational - depends on the level of development of visual-figurative representations, spatial thinking, spatial orientation.

Questions and tasks:

1. Determine the causes and consequences of visual impairment. By what signs are children with visual analyzer defects differentiated? What is the difference between the developmental patterns of blind and visually impaired children? What do they have in common?

2. What methods of compensation for impaired vision do you know?

3. Based on the general patterns of the defect compensation process, explain why the blind and visually impaired can achieve significant progress in their development? Give examples.

Additional literature:

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

2. Feoktistova V. A. History of Soviet typhlopedagogy, schools of the blind and visually impaired. - L., 1980.

3. Medico-socio-pedagogical prevention, patronage and early comprehensive care

4. Socio-pedagogical assistance to persons with disabilities

test questions

Lecture 3

1. The concept of mental retardation, its forms and causes

2. Classifications of mental retardation

3. The historical aspect of the characteristics of social policy towards mentally retarded persons

4. Education of mentally retarded children

5. Foreign practice of educating children with severe intellectual disabilities

6. Recommendations for teachers on the implementation of integrated education for children with mental retardation in a general education school

Lecture 4. Psychology of children with mental retardation and the main directions of correctional and developmental education

Ideas about the CPR and their classification

2. Features of the psyche of children with mental retardation

3. Psychological and pedagogical features of correctional and developmental education of children with mental retardation

test questions

Lecture 5. Features of the mental development of children with sensory disorders

1. Violations of analyzer systems

2. Psychological and pedagogical classification of persons with hearing impairments

Features of mental and speech development of hearing-impaired children

4. Children with visual impairments

5. Vocational education, labor activity, social adaptation of persons with hearing and vision impairments

test questions

Lecture 6

Subject, tasks and methods of speech therapy

2. Types of speech and the main causes of its violation

3. Development of speech activity in ontogenesis

4. Modern classifications of speech disorders

5. Subject, tasks and methods of logopsychology

6. Psychological and pedagogical study of children with speech disorders in the PMPK

7. Psychocorrective and preventive work with children with speech disorders

test questions

Lecture 7. Children with disorders of the musculoskeletal system

1. Etiology and pathogenesis of cerebral palsy

2. Characteristics of motor function disorders in children with cerebral palsy

3. Mental disorders in cerebral palsy

4. Speech disorders in children with cerebral palsy

5. Main goals and principles of correctional work in cerebral palsy

6. The system of specialized care for children with cerebral palsy

Lecture 8. Deviant behavior of children and adolescents, causes and ways of correction

1. Deviant behavior, its causes and manifestations

2. Personal predisposition to addictive behavior

3. Specificity of alcohol and drug use in adolescence

4. Trends in substance abuse in adolescence

5. Teacher work with deviant teenagers

MATERIALS FOR SEMINARS

Topic 1. Subject, goals, objectives, principles and methods of special pedagogy and special psychology (2 hours) Questions for discussion

Literature

Topic 2. The main categories of special pedagogy and psychology

Topic 4. Psychology of children with mental retardation and the main directions of correctional and developmental education (2 hours) Issues for discussion

Literature

Topic 5. Features of the mental development of children with sensory disorders (2 hours) Questions for discussion

Literature

Topic 6. Logopedy and logopsychology (2 hours) Questions for discussion

Literature

Topic 7. Children with disorders of the musculoskeletal system (2 hours) Questions for discussion

Literature

Topic 8. Deviant behavior of children and adolescents, causes and ways of correction (2 hours)

Topic 2. History of the development of the domestic system of special education (6 hours)

Topic 3. Features of the organization of correctional and pedagogical work with mentally retarded children (6 hours)

Topic 5. Features of the organization of the educational process in a special school for children with speech disorders (special (correctional) boarding school of type V) (6 hours)

Topic 6: Priority directions for the development of modern special education (4 hours)

Check yourself!

6. One of the principles of correctional developmental education is ...

Content

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4. Children with visual impairments

The next group of children with deficient dysontogenia is made up of people with visual impairments. Patterns and features mental development persons with visual impairment studies tiflopsychology. Her data are relevant for typhlopedagogy - the science of education and training of people with visual impairments.

Depending on the degree of visual impairment, they are divided into blind and visually impaired. Blindness and low vision are a category of psychophysical disorders, manifested in the limitation of visual perception or its absence, which affects the entire process of personality formation and development. Individuals with visual impairments have specific features of activity, communication and psychophysical development.

Blind (blind)- a subcategory of persons with visual impairments who have no visual sensations at all, have light perception or residual vision, as well as persons with progressive diseases and narrowing of the visual field (up to 10-15 °) with visual acuity up to 0.08.

According to the degree of visual impairment, there are persons with absolute (total) blindness in both eyes, in which visual perception is completely lost, and persons who are practically blind, who have light perception or residual vision, which allows them to perceive light, color, contours (silhouettes) of objects.

visually impaired- a subcategory of persons with visual impairments, having visual acuity from 0.05 to 0.2 in the better seeing eye, corrected with ordinary glasses. In addition to reduced visual acuity, the visually impaired may have deviations in the state of other visual functions (color and light perception, peripheral and binocular vision).

task typhlopedagogy as a science is the development of the following main problems: psychological, pedagogical and clinical study of vision and anomalies of mental and physical development in these disorders; ways and conditions of compensation, correction and restoration of disturbed and underdeveloped functions in case of blindness and low vision; study of the conditions for the formation and comprehensive development of personality in different forms visual dysfunctions. important place occupy: development of content, methods and organization of teaching the basics of science, polytechnic, labor and vocational training for the blind and visually impaired; determination of the types and structure of special institutions for their training and education; development scientific foundations building curricula, programs, textbooks, private methods.

V. Hayuy (1745-1822), a French teacher, like-minded and follower of D. Diderot, founder of the first educational institutions for the blind in France and Russia, is considered the founder of typhlopedagogy and the education of the blind. Thanks to V. Hayuy, not only the systematic education of the blind began, but also the humanistic attitude to them as full-fledged members of society in need of education and social and labor rehabilitation.

L. Braille (1809-1852), who lost his sight at the age of three, a pupil, and then a typhlopedagogue of the Paris National Institute for the Blind, became the author of an invention that changed the system of teaching the blind. Based on combinations of six dots, his embossed writing system covers alphabetic, mathematical and other symbols, allowing the blind to read and write freely.

The first educational institution for the blind in Russia was organized in 1807 at the Smolninsk almshouse in St. Petersburg. Children were taught the Law of God, singing, crafts.

During the 19th century Several more schools for the blind were opened, funded by the Guardianship of the Blind. For most students, education was paid and the cost is quite high.

In 1928, the first Soviet school programs for the blind appeared. In the early 30s of the XX century, the first classes of vision protection for visually impaired children appeared in the structure of mass general education schools (in several schools in Leningrad and Moscow), and from the end of the 30s, the first schools for the visually impaired were opened. Yu.D. Zharintsev.

The development of domestic typhlopedagogy and typhlopsychology is associated with the names of such scientists as M.I. Zemtsova, B.I. Kovalenko, N.B. Kovalenko, A.S. Gandzhiy, N.G. Krachkovskaya, N.V. Crescent, Yu.A. Kulagin, L.I. Solntseva, A.G. Litvak, V.P. Ermakov, A.I. Kaplan, A.B. Gordin, R.S. Muratov, B.V. Sermeev, V.A. Feoktistova, E.M. Sternina, I.S. Morgulis and others.

Causes and consequences of visual impairment and ways of compensation. Visual impairment can be congenital or acquired. Congenital blindness is caused by injuries or diseases of the fetus during fetal development or is a consequence of the hereditary transmission of certain visual defects. Acquired blindness is usually the result of diseases of the organs of vision - the retina, cornea and diseases of the central nervous system (meningitis, brain tumor, meningoencephalitis), complications after general diseases of the body (measles, influenza, scarlet fever), traumatic brain injuries (head wounds, bruises) or eyes .

There are progressive and non-progressive disorders of the visual analyzer. With progressive visual defects, there is a gradual deterioration of visual functions under the influence of the pathological process.

Non-progressive defects of the visual analyzer include some of its congenital defects, such as astigmatism, cataracts. The causes of these defects can also be the consequences of certain diseases and eye operations. There are such categories of children with visual impairments as blind born, early blind, who lost their sight after three years of life. This differentiation is based on the fact that the time of loss of vision is very important for the subsequent development of the child.

The time of onset of a visual defect is essential for the mental and physical development of the child. The earlier blindness sets in, the more noticeable are secondary deviations, psychophysical features and the peculiarity of psychophysical development. The mental development of blind-born children follows the same patterns as those of sighted children, but the lack of visual orientation affects most noticeably the motor sphere, the content of social experience.

Loss of vision forms the originality of the emotional-volitional sphere, character, sensory experience. The blind have difficulties in the game, teaching, in mastering professional activities. At an older age, visually impaired people experience everyday problems, which causes difficult experiences and negative reactions.

The development of higher cognitive processes (attention, logical thinking, memory, speech) in blind-born children proceeds normally. At the same time, the violation of the interaction of sensory and intellectual functions is manifested in a certain originality of mental activity with a predominance of the development of abstract thinking.

The difference between blind children and those born blind depends on the time of vision loss: the later the child lost his sight, the greater the volume of visual representations that can be recreated through verbal descriptions. If you do not develop visual memory, partially preserved after loss of vision, there is a gradual erasure of visual images.

A blind child has all the possibilities for a high level of psychophysical development and full knowledge of the world around him, relying on a safe analytical network.

Compensatory restructuring largely depends on the safety of vision. Even slight remnants of vision are important for the orientation and cognitive activity of persons with profound visual impairments.

In the process of teaching a teacher, an adult (parents) should proceed from the fact that the compensation of blindness begins in a child from the first months of his life.

The visually impaired have some opportunity to use their vision when getting acquainted with phenomena, objects, as well as for spatial orientation and movement. Vision remains their leading analyzer. However, their visual perception is only partially preserved and is not quite complete. Their review of the surrounding reality is narrowed, slowed down and inaccurate, therefore their visual perception and impressions are limited, and their ideas have a qualitative originality.

In visually impaired people with strabismus, the ability to see with two eyes is difficult, that is, binocular vision is impaired.

Among the visually impaired, there are a large number of people with impaired color discrimination functions and contrast sensitivity of vision, there are congenital forms of color perception pathology. Correctional work is aimed at the use of special techniques and methods of observing phenomena and objects based on hearing, touch, smell, which allows children to form complex synthetic images of reality.

Residual vision of the visually impaired is essential for its development, educational, labor and social adaptation, so it must be carefully guarded: regular diagnostics, periodic consultations with an ophthalmologist, typhlopedagogue, psychologist are necessary.

The sense of touch is of great importance in the perception and cognition of the surrounding reality in the blind and visually impaired. Tactile perception provides a complex of various sensations (touch, pressure, movement, heat, cold, pain, texture of the material, etc.) and helps to determine the shape, size of the figure, establish proportional relationships.

Along with the sense of touch in the blind and visually impaired, auditory perception and speech play an important role in various activities.

With the help of sounds, the blind and visually impaired can freely determine the objective and spatial properties of the environment.

Therefore, in the process of training and education of the blind and visually impaired, differentiation exercises are carried out - distinguishing and evaluating the nature of an object with the help of sound, analyzing and evaluating a complex sound field: sound signals are inherent in certain objects, devices, mechanisms and are a manifestation of the processes occurring in them.

The success of persons with visual impairments in mastering various types of activities: subject, game, labor, educational - depends on a high level of development of visual-figurative representations, spatial thinking, spatial orientation. Spatial orientation is an essential part of free movement in space.

Various structures of the psychological system that is formed in the blind of different ages are the basis for the effective correction of defects in their spatial orientation.

Home education and training of a child with visual impairment has its own characteristics, depending on the state of visual impairment, on the time of its occurrence. Parents of a visually impaired child should regularly receive advice from specialists: a tiflopedagogue, a psychologist, an ophthalmologist, etc.

When communicating with a child, an adult needs to comment on all his actions, which will allow the child to perceive information about what is happening around him with the help of safe analyzers, as if “seeing with the help of hearing”. The success of compensatory restructuring of analyzers largely depends on family learning and upbringing. It is important to create conditions that correspond to the capabilities of a blind or visually impaired child. The creation of an overly sparing regime or unjustified guardianship has a negative effect on the formation of a person with a visual defect.

The upbringing and education of a blind or visually impaired child in a family requires parents to know the developmental features of a child with visual impairment, the impact of a primary defect on the formation of mental functions, motor, social, educational and other skills, methods and techniques for the formation and development of skills of orientation in space, perception of objects and phenomena of the surrounding world, the ability to communicate and contact with peers and adults, serve themselves, explore and learn about the world around the child with the help of intact feelings.

Preschool institutions for visually impaired children are public institutions for the education of blind children, visually impaired children, including children with strabismus and amblyopia, aged 2-3 to 7 years. These institutions are aimed at the education, treatment, possible restoration and development of impaired visual functions in children and preparing them for schooling.

Pedagogical work is aimed at the harmonious development of the child to the extent that it allows to make the level of visual impairment in each separate case and mental and physical development of the child.

In addition to the educational component, work in preschool groups is aimed at correcting developmental disabilities, restoring residual visual functions, and improving children's health. Considerable attention is paid to the development of the entire compensatory system, primarily hearing, touch, mobility and orientation in space, as well as the formation of self-service skills. Work is underway on hygiene, protection and development of residual vision, correction of the cognitive, personal and motor spheres, the formation of orientation skills in space and self-service.

The development of visual functions is complemented by the development of hearing and touch. Children are prepared for systematic studies at school.

Schools for the blind and visually impaired are integral part unified state system special education and function on the basis of the principles inherent in this system of education and upbringing of children with special educational needs. Education and education in schools for the blind and visually impaired have a number of their own principles and special tasks aimed at restoring, correcting and compensating impaired and underdeveloped functions, organizing differentiated education.

In this regard, schools for blind and visually impaired children should perform the following functions:

teaching and educational;

correctional-developing;

sanitary and hygienic;

medical and rehabilitation;

social adaptation;

career guidance.

This ensures the normalization of the development of children with impaired vision, the restoration of broken connections with their environment (social, natural, etc.).

The mental development of blind and visually impaired children, the formation of compensatory processes in them, an active life position, awareness of the ways of self-realization and mastery of them depend primarily on social conditions, primarily on educational ones.

The specifics of the work of schools for blind and visually impaired children is manifested in the following:

taking into account the general patterns and specific features of the development of children based on healthy forces and security features;

modification of curricula and programs, increase in terms of training, redistribution educational material and changing the pace of its passage;

a differentiated approach to children, a reduction in the occupancy of classes and educational groups, the use of special forms and methods of work, original textbooks, visual aids, typhlotechnics;

special design of classrooms and offices, creation of sanitary and hygienic conditions, organization of medical and rehabilitation work;

strengthening work on social and labor adaptation and self-realization of graduates.

The country has a developed network of special schools for the education and upbringing of visually impaired children. At some mass general education schools there are classes for the protection of vision.

As noted earlier, schools for blind and visually impaired children (special schools III and IV types) consist of 3 stages:

Stage I - elementary school;

II stage - basic school or incomplete high school;

Stage III - secondary school.

The stages of the school correspond to the three main stages of a child's development: childhood, adolescence, youth.

The school of the first stage is designed to ensure the formation of the child's personality, the holistic development of its potentialities, treatment, hygiene and vision protection, the formation of the ability and desire to learn in schoolchildren.

The second stage school lays a solid foundation for general education and labor training, which is necessary for a graduate to continue his education, his full inclusion in the life of society.

The 3rd stage school ensures the completion of general education and vocational training on the basis of its differentiation.

The programs of special classes of general education schools for blind and visually impaired children in the Russian language, mathematics, familiarization with the outside world, and natural history correspond to similar programs of a general education mass school in terms of the volume and content of the studied material. At the same time, special education programs are built taking into account the developmental characteristics of blind and visually impaired children.

The programs provide for the use of means of correcting and compensating for significantly impaired and absent vision with the help of optical devices, tiflo devices, relief-graphic aids (for the blind), flat-printing aids (for the visually impaired).

A feature of the program in the Russian (national) language in primary school special schools for blind and visually impaired children is that they provide for an increase in the duration of the preparatory period. This work continues at the subsequent stages of teaching the Russian (national) language.

The program in mathematics, as well as the program in the Russian language, provides for an increase in the preparatory period. Much attention is paid to the formation of specific ideas about the size, shape, quantity, spatial position of objects and drawing and measuring actions.

In the programs of schools for the visually impaired "Introduction to the outside world and natural history", the number of subject lessons, excursions and practical classes has been increased, which makes it possible to enrich the visual experience of children and form their ideas about the surrounding reality. Material about the organ of vision and its protection has been introduced into the topic “The human body and the protection of its health”, which contributes to mastering the skills of hygiene and protection of vision. The study of special techniques and methods of orientation and compliance with the rules of the road has been introduced.

When studying natural history at a school for the blind, special attention is paid to the ability to identify elementary signal signs of objects and objects of living and inanimate drives using touch, hearing, smell, residual vision.

The peculiarities of visual arts programs for the blind and visually impaired are, first of all, in the selection of types of objects and means of visual activity.

Teaching general education subjects to blind and visually impaired students is mainly carried out according to the programs of the general education mass school, taking into account the specifics of their development.

TIFLOPEDAGOGY -(from the Greek typhlos - blind) the science of educating and educating people with visual impairments. Blindness and low vision from the point of view of special pedagogy are a category of psychophysical disorders that manifest themselves in the limitation of visual perception or its absence, which affects the process of personality formation and development.

“Vision plays a huge role not only in the development of visual perceptions proper, but also in the development of spatial representations (spatial orientation in the environment, the motor sphere), since movements develop under visual control. Visual-spatial representations are of particular importance for the child and in the process of his education at school, since mastering the letters of the alphabet, numerical images, orientation in a geographical map, etc. implies a certain level of development of visual-spatial representations.

The ability to see, i.e. to feel and perceive the surrounding reality through a visual analyzer is called vision.

Characteristic features of visual perception: distance, instantaneity, simultaneity and integrity of the view of the surrounding world. Structurally and functionally, the visual analyzer is the most complex and most advanced organ, distinguished by a number of features. It closely interacts with the motor, tactile, olfactory, auditory analyzers, forms complex structures with them. dynamic systems connections.

visual analyzer consists of a peripheral section (eyes), a conductive section (optic nerve, optic and subcortical nerve formations) and the central section (visual areas of the cerebral cortex located in the occipital region).

The peripheral part of the visual analyzer - the eyeball consists of 3 shells: outer, middle and inner. The outer shell includes the muscles that rotate the eyeball, and the anterior transparent part - the cornea. The middle shell contains blood vessels, iris and pupil. The inner shell (retina) is the perceiving (receptor) apparatus of the eye. It consists of visual cells - rods and cones. The inner part of the eyeball is made up of the vitreous body (a colorless gelatinous mass) and the optic nerve, which connects peripheral department with the central one.

The cornea, lens and vitreous body are the complex refractive optical system of the eye. The normal functioning of this system ensures the correct refraction (refractive power of the eye), in which the rays coming from the object are refracted on the retina. In this case, the subject is perceived clearly and clearly.

There are 2 groups of children with visual impairments. This is blind children(less than 0.04), visually impaired children(with visual acuity when using conventional means of correction from 0.05 to 0.4).

From the history of typhlopedagogy. The founder of typhlopedagogy and the education of the blind is Valentin Gayuy (1745 - 1822), a French teacher, like-minded and follower of D. Diderot, founder of the first institutions for the blind in France and Russia. Thanks to V. Gajui, not only the systematic education of the blind began, but also a humanistic attitude was formed towards them as full-fledged members of society in need of education and social and labor rehabilitation.

In 1784, he created the Paris National Institute for the Blind, which is housed in a gloomy cramped building on the Rue Saint-Victor. It was maintained at the expense of public funds, private donations, income from workshops in which blind pupils worked, and concerts organized by students and teachers. The financial situation of the Paris Institute for the Blind was extremely difficult.

Louis Braille (1809 - 1852), lost his sight at the age of three, playing with a knife in his father's workshop, accidentally injured his eye. The local doctor could not help, inflammation of the eyes began and he lost his sight. Louis' parents selflessly fought for the full education and upbringing of their son. When the boy grew up, his mother invited a musician who began to teach him to play the violin. His father taught him to be a tailor. Already by the time he entered school, Louis Braille knew how to play the violin, weave fringe for harnesses and sew slippers. In an effort to give their son an education, the parents achieved the admission of the boy to a school for the sighted - a case unheard of at that time..

In 1819 10-year-old Louis Braille was assigned to the Paris Institute for Blind Children, with whom he had a whole subsequent life. At that time, about 100 boys and girls studied at the institute. Louis Braille, a pupil, and then a typhlopedagogue of the Paris National Institute for the Blind, became the author of an invention that changed the system of teaching the blind.

In 1829. created a special font based on combinations of six dots, his system covers alphabetic, mathematical and other characters, allowing the blind to read and write freely. The Braille system is based on six dots, phenomenal in its simplicity, in which the dots are arranged in two columns of three in each. From the six dots, you can get 63 combinations of dots that form the same number of characters. This made it possible for L. Braille to build not only an alphabet, but also a slender universal system designations in exact sciences and notation. Just as the eye of a person covers the entire letter, so the finger of a blind man could immediately, without undue strain, perceive a dotted sign composed of Braille's six dots.

For the first time, Louis Braille published the entire system in 1829 in Paris under the title "Methods of writing words, music and singing with the help of dots." The second edition appeared in 1837, so the problem of writing and printing for the blind was completely solved. Braille printing began in 1852. in France. In Russia, the first book on Braille was published in 1885.

The first educational institution for the blind in R. was organized in 1807. at the Smolninsk almshouse in St. Petersburg. During the 19th century several more schools for the blind were opened, which existed at the expense of the Guardianship of the Blind (established in 1881). Education was conducted according to a single curriculum and programs, there were uniform rules for admission to schools. For most students, education was paid and the cost reached up to 300 rubles a year.

After October revolution in 1917, schools for blind children became an integral part of the public education system. In 1928 the first Soviet school programs for the blind appeared.

In the early 30s. the first classes of vision protection for visually impaired children appear in the structure of mass general education schools (in several schools in Leningrad and Moscow), and from the end of the 30s. The first schools for the visually impaired also open. Yu.D. Zharintsev.

In the 30s. the content of education in schools for the blind is enriched with subjects that, from the beginning of the emergence of world experience in teaching the blind, were considered unnecessary and inaccessible: physics, mathematics, natural science, etc. A.I. Herzen - B.I. Kovalenko.

The development of domestic typhlopedagogy and typhlopsychology is associated with the names of such scientists as M.I. Zemtsova, B.I. Kovalenko, N.B. Kovalenko, A.S. Gandzhiy, N.G. Krachkovskaya, N.V. Crescent, L.I. Solntseva, A.G. Litvak, V.P. Ermakov, A.I. Kaplan, A.B. Gordin, R.S. Muratov, B.V. Sermeev, V.A. Feoktistova, E.M. Sternina, I.S. Morgulis and others.

Causes and consequences of visual impairment

The causes of visual impairment are different:

exposure to pathogenic factors during embryonic development;

genetic factors (hereditary transmission of some visual defects);

severe illness of the mother during pregnancy, especially in the early stages.

To developmental anomalies hereditary origin applies microphthalmos- a gross structural change in the eye, characterized by a decrease in the size of one or both eyes and a significant decrease in vision. With microphthalmos, the eye is prone to various inflammatory diseases with a further decrease in vision. In rare cases, it occurs anophthalmos- congenital blindness. The most common form of congenital changes in the organ of vision is cataract - cataract. It occurs in children suffering from chromosomal diseases (Down's disease). Congenital also includes:

pigmentary dystrophy (degeneration) of the retina, characterized by a narrowing of the visual field to its complete loss;

astigmatism is an anomaly of refraction, i.e. refractive power of the eye. Owing to A. the image of an object becomes unsharp. Each point of the object is represented by a blurry ellipse. Astigmatism of the eye is eliminated with the help of glasses with cylindrical glasses, contact lenses;

sometimes there are visual impairments due to congenital benign brain tumors. Symptoms of this do not appear immediately, but only at a certain stage of development. Vision gradually decreases, and this condition may be accompanied by increased fatigue and headaches. In this case, surgical intervention is necessary.

Acquired anomalies are less common than congenital. However, the influence of a number of acquired anomalies on various deviations of the functions of the visual analyzer from the norm is great:

intracranial and intraocular hemorrhages,

head trauma due to obstructed childbirth

various traumatic injuries of the brain (bruises or wounds of the head) and eyes in the postpartum period can lead to visual impairment.

Acquired cataract is often of traumatic origin. Glaucoma - associated with an increase in intraocular pressure and changes in the tissues of the eye, leading to loss of vision. Optic nerve atrophy is a disease characterized by a violation of the connection between the retina and the visual centers. CNS diseases (meningitis, meningoencephalitis), complications after general diseases of the body - this is an incomplete list of the main acquired visual anomalies that cause visual impairment of various degrees.

Complicates the consequences of many anomalies is the progressive nature of the violation of the visual analyzer. Pathological processes of current diseases such as glaucoma, optic nerve atrophy, brain tumors, not manifesting themselves for a long time, can gradually worsen the state of visual functions and then cause a sharp drop in the level of vision.

Progressive visual impairment also includes such types of refractive power disorders of the eye, causing a significant decrease in vision, such as myopia and hyperopia. At myopia(myopia) a violation of refraction is expressed in the fact that the rays coming from the object are refracted not on the retina, but in front of it. At farsightedness the refraction of the rays coming from the object occurs behind the retina. As a result of these deviations, unclear, blurry images are formed on the retina. Farsightedness in children is less common, and prevailing in younger schoolchildren, it significantly decreases with age. The number of children with myopia tends to increase. The increase usually occurs when the sanitary and hygienic rules of educational work at school and at home are violated. With progressive myopia, vision and the general condition of the body deteriorate (weakening of the supporting apparatus). In turn, inflammatory processes in the eyes, childhood infectious diseases affect the increase in myopia.

The degree of dysfunction of the visual analyzer is determined by a decrease in visual acuity. Visual acuity is checked according to tables made up of 10-12 types of letters or signs. Each subsequent row of signs compared to the previous one means, respectively, a difference in visual acuity of 0.1. The visual acuity of most people, characterized by the ability to determine the letters or signs of the tenth line of the table at a distance of 5 m, is 1.0 and is considered normal. The subject, who determines the letters of the first line at this distance, has a visual acuity of 0.1.

If visual acuity is below 0.1, finger counting is used. A child who counts the spread fingers at a distance of 5 m has a visual acuity of 0.09. The same count of fingers at a distance of 2m approximately corresponds to visual acuity of 0.04; at a distance of 0.5 m - 0.01, and from a distance of 30 cm - 0.005. Visual acuity, in which the child does not distinguish between fingers, but sees only light, is equal to light perception. If a child cannot distinguish between light and dark, his visual acuity is 0.

Blind children- children with a complete absence of visual sensations or preserved light perception, or residual vision (maximum visual acuity of 0.04 in the better seeing eye using conventional means of correction - glasses.).

Blindness is a bilateral, incurable loss of vision. There are different degrees of vision loss: absolute(total) blindness, in which visual sensations (light perception and color discrimination) are completely absent; practical blindness, in which either light perception is preserved at the level of distinguishing light from darkness, or residual vision, which allows you to count the fingers of the hands near the face, to distinguish the contours, silhouettes and colors of objects directly in front of the eyes. Most blind children have residual vision.

Depending on the time of onset of a violation of the function of the visual analyzer, the blind and the blind are distinguished, i.e. lost their sight after birth. The mental development of blind children follows the same patterns as the development of sighted children, but a severe primary impairment of vision manifests itself in various secondary deviations and features of the mental development of children.

The inability to visually perceive the signs of objects and phenomena, navigate in spatial signs impoverishes their sensory experience, and therefore disrupts the interaction of sensory and intellectual (abstract-logical) functions, hinders the development figurative thinking. Blind children are characterized by a peculiar orienting reaction to sound. Deep visual defects negatively affect the formation of motor skills of a blind child. Failures and difficulties that arise in the process of learning to walk are fixed in the form of unpleasant experiences and lead to a sharp limitation of motor functions in blind children.

The development of higher cognitive processes in the blind-born proceeds normally. At the same time, the violation of the interaction of sensory and intellectual functions is manifested in a certain originality of mental activity with a predominance of the development of abstract thinking.

The later the child lost his sight, the greater his volume of visual representations, which can be recreated through verbal descriptions. If you do not develop visual memory, partially preserved after loss of vision, there is a gradual erasure of visual images.

The system of compensatory restructuring at the initial stage of education creates conditions for the correct reflection of the surrounding world in a visual-effective form, and as social and everyday experience is accumulated, in a verbal-logical form with the help of intact analyzer systems in the body of a blind child.

Compensatory restructuring largely depends on the safety of vision. Even slight remnants of vision are important for the orientation and cognitive activity of persons with profound visual impairments.

L.S. Vygotsky pointed out that the blind have the so-called sixth sense (thermal), which allows them to notice objects at a distance, using touch to distinguish color.

Compensation for blindness, points out L.I. Solntsev, is a holistic mental education, a system of sensory, motor, intellectual components that provides the child with an adequate and active reflection of the outside world and creates the possibility of mastering various forms activities at every age.

In the process of teaching a teacher, an adult (parents) should proceed from the fact that compensation for blindness begins in a child from the first months of his life.

visually impaired have some opportunity to get acquainted with phenomena, objects, as well as spatial orientation and movement to use their vision. Vision remains their leading analyzer. However, their visual perception is only partially preserved and is not quite complete. Their view of the surrounding reality is narrowed, slowed down and inaccurate, therefore their visual perception and impressions are limited, and their representations are qualitatively original (color perception is disturbed, the color characteristics of the perceived shade are depleted.) impaired binocular vision.

Among the visually impaired, there are a large number of people with impaired color discrimination functions and contrast sensitivity of vision, there are congenital forms of color perception pathology.

The perception of objects and their images is affected by a violation of oculomotor functions, which causes difficulties in fixing the gaze, tracking dynamic changes, and evaluating linear and conditional values.

Correctional work is therefore aimed at using special techniques and methods for observing phenomena and objects based on hearing, touch, and smell, which makes it possible for children to form complex synthetic images of reality.

Residual vision of the visually impaired is essential for its development, educational, labor and social adaptation, so it must be carefully guarded: regular diagnostics, periodic consultations with an ophthalmologist, typhlopedagogue, psychologist are necessary.

The sense of touch is of great importance for the blind and visually impaired in the perception and cognition of the surrounding reality. Tactile perception provides a complex of various sensations and helps to determine the shape, size of the figure, establish proportional relationships. Various sensations perceived by the nerve endings of the skin and mucous membranes are transmitted to the cerebral cortex in the department associated with the work of the hands and fingertips. This is how the blind and visually impaired learn to "see" with their hands and fingers.

Along with touch, auditory perception and speech play an important role in various activities. The differentiated auditory perception and voice reactions that emerged at the first stage of the system of blindness compensation and when getting acquainted with objects become more and more significant as a means of communicating with people around. With the help of sounds, the blind and visually impaired can freely determine the objective and spatial properties of the environment. They can determine its source and location by sound with greater accuracy than sighted people would. The high level of development of spatial hearing in persons with visual impairment is due to the need to navigate in a diverse sound field.

Therefore, in the process of training and education, differentiation exercises are carried out - distinguishing and evaluating the nature of an object with the help of sound, analyzing and evaluating a complex sound field: sound signals are inherent in certain objects, devices, mechanisms and are a manifestation of the processes occurring in them.

The success of persons with visual impairments in mastering various types of activities depends on the high level of development of visual-figurative representations, spatial thinking, and spatial orientation. The latter is an essential part of free movement in space. Teaching the spatial orientation of blind children shows that the process of its formation is multilevel and is associated with the development and improvement of integrative processes, the ability and ability of blind children to perceive the surrounding space in a holistic and generalized way, to analyze it using both specific, individual and generalized landmarks that fill the space.

Teaching visually impaired children at school

Schools for the blind and visually impaired are an integral part of the unified state system of special education and operate on the basis of the principles inherent in this system of education and upbringing of children with special educational needs. Substantiating the main provisions of the education and upbringing of blind and visually impaired children, typhlopedagogy proceeds from the doctrine of the versatile development of the personality, the natural science foundations for compensating for blindness and low vision, and the concept of the unity of biological and social factors in the development of children with developmental disabilities. This unity, as noted by L.S. Vygotsky, is a complex, differentiated and changeable unity both in relation to individual mental functions, as well as to different stages age development children.

In this regard, schools should perform the following functions: teaching and educational, correctional and developing, sanitary and hygienic, medical and rehabilitation, social adaptation and career guidance.

The specifics of the schools are as follows:

Taking into account the general patterns and specific features of the development of children, based on healthy forces and preserved opportunities;

Modification of curricula and programs, increasing the duration of training, redistributing educational material and changing the pace of its passage;

A differentiated approach to children, reducing the occupancy of classes and educational groups, the use of special forms and methods of work, original textbooks, visual aids, typhlotechnics;

Special design of classrooms and offices, creation of sanitary and hygienic conditions, organization of medical and rehabilitation work;

Strengthening work on social and labor adaptation and self-realization of graduates.

Schools for blind and visually impaired children (special schools of types 3 and 4) consist of three levels: 1 - elementary school (grades 1-4); 2- basic or incomplete secondary school (5-10 cells); 3- secondary school (11-12 cells). The stages of the school correspond to the three main stages of a child's development: childhood, adolescence, youth.

The programs of special schools in general education subjects correspond to similar programs of a general education mass school in terms of the volume and content of the material being studied. They take into account the need for corrective and compensatory work. The programs provide for the use of means of correcting and compensating for significantly impaired and compensating for absent vision with the help of optical devices, tiflo devices, relief-graphic aids (for the blind), flat-printing aids (for the visually impaired).

The peculiarity of the Russian language program in schools for the blind lies in the fact that it pays great attention to teaching reading and writing in Braille based on the use of tactile-motor sensations. The study of special techniques and methods of orientation and compliance with the rules of the road has been introduced (acquaintance with the road sign "Caution, the blind", relief schemes of streets and squares, traffic routes, sound traffic lights and locators). There are special classes on mastering the rules for using a cane when moving, when crossing the street, and detecting obstacles. When studying natural history, the time for conducting experiments, observations, subject lessons and excursions increases to fill in the missing or missing visual information.

Labor training in special school has three stages, taking into account the specific and age-related features of the development of children with visual impairments:

Initial labor training in grades 1-4,

Labor training carried out on general educational basis, which has a polytechnic orientation in 5-10 cells,

Broad-profile labor training with the transition to a professional one with the active involvement of students in socially useful productive work in grades 11-12.

Children with visual impairment can be educated in mass general education school if special educational conditions have been created for them there: special illumination, the availability of typhlotechnical means, special textbooks, psychological and pedagogical support for children by typhlopedagogues, typhlopsychologists; the educational process should have a corrective orientation to the extent that in a special school. For children with impaired vision, special remedial classes should be organized: rhythm, physiotherapy exercises, correction of speech disorders, classes in social, labor and spatial orientation, and the development of visual perception.

Prevention of visual impairment in the lesson it is imputed to the professional duties of a teacher, therefore, each teacher and class teacher must:

Contribute to the timely detection of visual impairments in children (pay attention to the additional focusing of vision, the child's complaints that he does not see from the board, etc.);

Choose the right place in the classroom for a visually impaired child;

Monitor compliance with sanitary and hygienic standards in classrooms;

Observe the culture of board design;

Create a positive emotional environment in the classroom;

Regulate visual loads (the amount of reading and reading time in the lesson is no more than 15-20 minutes, not annoying colors teacher's clothes)

Organize eye muscle training;

Use health-saving technologies in the educational process (for example, Dr. F.I. Bazarny).

For students of schools of the 3rd type, a very diverse literature is published, published in Braille, which is illustrated with relief drawings, drawings, and diagrams. For the blind with residual vision, manuals are issued that combine relief and color printing.

In schools for the visually impaired, special textbooks with enlarged type and adapted color illustrations are widely used. For the selection, construction and reconstruction of images for the blind and visually impaired, special techniques have been developed that take into account the visual and tactile capabilities of children (V.P. Ermakov).

Optical means of correction include various types of magnifiers (manual, reference, stationary), glasses (microscopic, telescopic, hyperocular), monoculars and binoculars, projection magnifiers (epi- and overhead projectors). All these tools can be used for visual work at close or far distances. Magnifiers are also installed above the scales of measuring instruments, on machine tools. Television magnifying devices for the visually impaired are used, allowing for a sixty-fold increase. Special typewriters have been developed for blind programmers of electronic computers.

Children with vision pathology misunderstand words, as they weakly correlate them with real objects, so they need qualified speech therapy help. You need to draw the attention of children to a variety of sounds: how the car is noisy, the refrigerator is running, water is flowing, the wind is making noise, etc.

When teaching a child to any action, it is necessary to repeat it “hand in hand” many times, developing automatism. This is especially important for blind and visually impaired children. The acquired skills are important to maintain constantly.

For visually impaired children, board games are more suitable: "Billiards", "Football", "Hockey", with the help of which children can train in determining the distance of objects in space relative to themselves and other objects, the distance between them. Biking, skiing is quite accessible to children with visual impairments - only under the supervision of adults. It is useful for all children with impaired rhenium to play with various large constructors to consolidate binocular and develop stereoscopic vision.

Eye exercises:

Exercises for visual-motor orientation (can be performed standing or sitting): Look away to the right, to the left, without turning your head. Raise your eyes up, head is still. Then look down.

Exercises to relieve eye fatigue: - close your eyes tightly for 3-5 seconds, then open them; - quickly blink your eyes for 30-60 seconds; - look at the tip of the finger of the outstretched hand, slowly bend the finger and bring it closer to the eyes (for 3-5 seconds); - look into the distance straight ahead for 2-3 seconds, then look at the tip of the nose for 3-5 seconds.

Eye exercises according to the method of Dr. F.I. Bazarny.

Questions for self-control:

1. What does typhlopedagogy do?

2. What are the main causes of visual impairment?

3. How are blind children taught to read and write?

Literature:

Boschis R.M. To the teacher about children with hearing impairments: Book. For the teacher. - 2nd ed., Rev. - M., 1988

"I see the world" (How to help children with visual impairments?) Natalia Voronina, consultant Lyubov Plaksina. Internet.

Vlasova T.A., Pevzner M.S. About children with developmental disabilities. - M., 1973.

Grigoryeva L.P., Stashevsky S.V. Basic methods for the development of visual perception in children with visual impairments. - M., 1990.

Ermakov V.P., Yakunin G.A. Development, training and education of children with visual impairments. - M., 1992.

Zaitseva G.L. Dactylology. Gesture speech. - M., 1992.

Zaitseva L.G. Dialogue with L.S. Vygotsky on the problems of modern deaf pedagogy // Defectology. - 1998. - No. 2.

Zemtsova M.I. Teacher about children with visual impairments. - M., 1973.

Zemtsova M.I. Ways to compensate for blindness. - M., 1956.

Litvak A.G. Tiflopsychology. - M., 1965.

Mastyukova E.M. Medical pedagogy. - M., Humanit. Publishing Center VLADOS, 1997.

Mikhailova E.N. Fundamentals of correctional pedagogy. Study guide. – Tomsk: Tomsk State Pedagogical University, 1999.

Plaksina L.I. Theoretical basis corrective work in kindergartens for children with visual impairments. - M., 1998.

Dictionary of correctional pedagogy and special psychology: textbook / Comp. N.V. Novotortseva. 3rd ed., revised. And extra. - Yaroslavl: "Academy of Development", "Academy and K", 1999.

Special Pedagogy: Textbook for students of higher pedagogical educational institutions / L.I. Aksenova, B.A. Arkhipov, L.I. Belyakova and others; Ed. N.M. Nazarova. - M .: Publishing Center "Academy", 2000.

Toy Fiona "The Art of Relaxation" Relaxation. M. 1998.

Shklyaev Alexey “Understand, forgive, help” (for the blind about the sighted and vice versa) IPTK Logos VOS LLC M. - 2002.

Shklyaev Aleksey "Trace to trace" LLC "IPTK" Logos "VOS" M. - 2000.

Shmatko N.D., Pelymskaya T.V. If the baby does not hear: Book for educators. - M, 1995.

Formation of socially adaptive behavior in students with visual impairments in elementary grades / Ed. L.I. Plaksina. - Kaluga, 1998.

Test for assimilation of the material:

ExerciseI Choose from general list specified species deviations and write down their numbers:

Sensory disturbances ________________________________________________

a) fingerprinting; b) dactylology;

c) didactogeny; d) pictography.

Azbukina E.Yu., Mikhailova E.N. Fundamentals of special pedagogy and psychology: Textbook. - Tomsk: Tomsk State Publishing House Pedagogical University, 2006.- 335s.