I carry out correctional work with children with visual impairments in natural conditions. pedagogical process. It is built taking into account the leading didactic and specific principles for this group of children. The latter include the principles of corrective education, taking into account primary and secondary defects, relying on intact analyzers and creating a polysensory basis, forming comprehensive ideas about the world around based on various forms verbal and non-verbal activity, taking into account the levels of formation of speech and the structure of speech impairment, reliance on the intact components of speech activity, taking into account the novelty, volume, and increasing complexity of verbal material.

In the process of correctional work, a complex multilateral influence is carried out, organized by the forces of a speech therapist, typhlopedagogue, educator and teacher-psychologist in a system of various activities with children.

In correctional work, great importance is attached to speech therapy influence in specially organized classes, which are carried out differentially, taking into account the state of children's vision, their speech, ways of perception and individual features. In accordance with this, I complete speech therapy subgroups. Given the specifics of working with children with visual impairments, I spend a lot of time with them individually.

Together with educators and a typhlopedagogue, I define tasks aimed at correcting speech disorders. Correction and speech therapy tasks for the development of speech culture are solved in gaming, educational and labor activities, as well as in musical rhythm classes.

When organizing speech therapy classes with children with a visual defect Special attention I draw on the possibility of using the existing vision: I use didactic material of the required size, color and volume, relief pictures, "magic bags" with a set of toys, cubes and sticks to designate sounds, build syllables, words and sentences. Tasks, if possible, I propose to perform in a vertical plane.

In working with these children, in order to form ideas about the diversity of the objective world, I attach great importance to natural visibility.

An obligatory element of the lessons is the game, since in children with vision pathology /before learning/ the prerequisites for game activity are formed later.

When planning correctional and speech therapy work with children with the first level of speech formation, I take into account their good speech base. I pay the main attention to the work on improving the phonetic side of speech. I conduct exercises and games that contribute to the development of auditory attention.

Considering that in children with visual impairment the formation of speech-motor images by imitation suffers significantly, I use the techniques of mechanical sound production, accessible comparisons of the articulation of sounds with images of objects, kinesthetic sensations, etc., using elements of entertainment.

When planning speech therapy work with children with a second level of speech development, I take into account and save all the sections used for children of the first group. However, I pay special attention to vocabulary work, the development of phonemic analysis and synthesis.

In working with children of the third and fourth levels of speech formation, I use elements aimed at correcting subject-practical, playful and cognitive activities / in agreement with the typhlopedagogue and educators /. Improving motor skills, coordination, orientation in space and constructive praxis is essential. I link this work with the development of speech skills and the formation of relevant concepts. It is based on the formation of in-depth ideas and real knowledge of children about the world around them. On this subject base, I build the development of their speech.

Given the characteristics of the children of these groups, I focus on expanding their vocabulary, on the correct correlation of the word with the image of the subject, the formation of generalizing concepts, grammatical structure and coherent speech.

The work is based on the formation of speech stereotypes, the accumulation of which is built by isolating generalizing or contrasting features. The accumulation of vocabulary, the practical mastery of the grammatical structure provide a transition to the compilation of sentences according to pictures, according to key words, as well as according to the ideas that children can form about the world around them, according to the description of their experience.

In the system of speech therapy classes, I work out the weakest links in the speech activity of children. But mine teamwork with educators, a typhlopedagogue and a teacher-psychologist creates that complete system, which provides a speech base for schooling. On the formed speech basis, it is possible to move on to work, for example, with children who have the third and fourth levels of speech development, to the development of automated sound pronunciation skills and to teaching phonemic analysis and synthesis operations.

Children with visual impairment and with the third and fourth levels of speech formation, i.e. with a general underdevelopment of speech cannot fully master the educational material in the classroom with the whole group. The lag affects not only the development of speech, but also a violation of attention, memory, faster exhaustion nervous system. Therefore, I combine such children into subgroups according to the years of study, taking into account the level of speech development. I conduct the following classes:

• - classes on the formation of coherent speech;
• - classes on the formation of pronunciation / see Appendix /.

I conduct classes in individual and subgroup form.

With the children of the older group, I spend weekly three subgroup lessons/two lexico-grammatical and one phonetic/, with children of the preparatory group for school - four lessons /two lexico-grammatical and two phonetic/.

To activate the correction and development of the speech of children with visual impairment, I work in close contact and relationship with parents. Every week, in individual notebooks, I enter tasks for parents to work with children on weekends in order to consolidate the acquired skills.

In the first period of training, I include the following sections in speech therapy work:

• - formation of readiness skills for speech therapy classes/ focusing attention on the speech therapist, understanding the instructions of the speech therapist, exercising control over one’s activities, and the ability to play with figurative toys-characters together with the speech therapist, first by imitation, and then by verbal instruction, perform the simplest dramatized actions /;
• - correction of defects in sound pronunciation / development of movements of the articulatory apparatus for the formation of an articulatory base for staging disturbed sounds, staging a sound, for strengthening the skill of pronouncing sound in syllables of direct, reverse, with a confluence of consonants, in words, in sentences /;
• - development of auditory attention - purposeful perception with the help of hearing, conscious discrimination of sounds, discrimination by ear of sounds in the surrounding reality, reproduction of sounds by imitation /;
• - development phonemic hearing/ finding sound in words perceived by ear, finding sound in the names of objects /
• - development of speech breathing /development of prolonged speech exhalation and inhalation/;
• - voice development /development of timbre and voice strength/;
• - development of motor skills /general, fine, combined with the development of tactile perception/,
• - education of the ability to speak correctly, clearly, distinctly. Pronunciation of sayings, riddles, quatrains;
• - development of the semantic side of speech / correlation of the object and image with the word /.
• - correction of defects in sound pronunciation / development of movements of the articulatory apparatus, which helps to form a child's articulation base for staging disturbed speech sounds, staging disturbed sounds, fixing sounds in syllables, words, phrases, sentences, fixing sounds in independent speech/.

In the second period, I include the following sections:

• - development of general speech skills / learning poems, nursery rhymes, sayings, tongue twisters, learning to observe intonation, familiarity with stress /;
• - development phonemic perception and presentation of training /converting one word to another by replacing, adding, truncating sounds/;
• - development of speech hearing /training in intonational analysis and synthesis/;
• - development of phonemic hearing / learning to find a sound in a word, in the names of objects in a picture, distinguishing individual sounds, different sounds/;
• - development of motor skills / general: conducting physical education sessions, speech games with movements, round dances, role-playing games, small: the formation of drawing skills, learning to distinguish features by texture /;
• - development of the lexical side of speech / familiarization with new words, concretization of new and existing words, the subject relation of the word and the image of the object, the formation of generalizing functions of the word, using topics for the development of speech: family, toys, body parts, seasons, vegetables, fruits, berries, domestic and wild animals, clothes, utensils, furniture, insects, etc./;
• - development of correct grammatical speech /teaching answers to questions with a full sentence, work on mastering the connection between words in a sentence, learning to answer questions on content using dramatization games, puppet shows/;
• - improving the grammatical design of speech / training in the use of nouns in speech in units. and many others. including genitive case, nouns in a diminutive form, teaching the agreement of verbs with nouns in person and number, the formation of perfect and imperfective verbs, the agreement of nouns with numerals /;
• - development of spatial relations and ideas / training in the practical use of prepositions: in, on, for, over, because of, from under, between, etc. /;
• - formation and development of sound analysis and synthesis /acquaintance with the terms "sound", "syllable", "words", "sentence"/.

During the third period of study, I am engaged in the following sections of speech therapy work:

• - correction of defects in sound pronunciation /development of mobility of the articulatory apparatus, sound production, automation of the skill of pronunciation of sound in syllables, words, phrases, sentences, poems, texts, automation of the skill of pronunciation of sound in independent speech, differentiation of sounds/;
• - development of general speech skills and speech hearing /training in observing intonation in sentences, observing stress, working on voice modulation/;
• - development of phonemic perception and representation / training in the use of words of two- and three-syllable structure /;
• - development of motor skills /general: conducting physical exercises, round dances, role-playing games, etc., fine: working with mosaics, pencil, the formation of graphic skills/;
• - development of the lexical side of speech /concretization of existing words, replenishment of the vocabulary, classification of the names of objects, selection of words characterizing the actions and signs of objects/;
• - development of coherent speech / learning to answer questions, the ability to give a simple assessment of what is read, coherent storytelling without deviating from the content, presenting one's thoughts and events in a logical sequence, orally presenting a small text with the help of a speech therapist /;
• - improving the grammatical design of speech / learning to compare and compare nouns units. and many others. numbers with endings -i, -s, -a, the correct use of personal endings of singular verbs. and many others. numbers, the ability to select nouns for possessive pronouns/;
• - the development of dialogic and monologue speech / to learn to answer and ask questions to each other, to learn to consciously perceive the material, to be able to find a connection between the described facts and phenomena, to be able to express one's attitude to the characters of the story, fairy tale, their actions, to dramatize texts, fairy tales /;
• - develop the skills of sound analysis and synthesis, the formation and development of phonemic hearing, learning to distinguish a sound against the background of a word, a sound at the beginning of a word, at the end of a word, in the middle of a word, determining the sequence of sounds in a word, the number of sounds in a word, the place of a sound in a word in relation to other sounds, learning sound analysis and synthesis is one thing - compound words, dividing words into syllables, using flapping for auditory support, for visual support schemes in which words are indicated by a long strip, syllables are indicated by a short strip, vowels are red squares, consonants are blue, hard, green are soft, acquaintance with letters, construction letters.

I.V. Bagramyan, Moscow

The path of growing up a person is quite thorny. For a child, the first school of life is his family, which represents the whole world. In the family, the child learns to love, endure, rejoice, sympathize and many other important feelings. In the conditions of the family, an emotional and moral experience inherent only to it develops: beliefs and ideals, assessments and value orientations, attitudes towards people around them and activities. The priority in raising a child belongs to the family (M.I. Rosenova, 2011, 2015) .

decluttering

Much has been written about how important it is to be able to let go, to complete the old, obsolete. Otherwise, they say, the new will not come (the place is occupied), and there will be no energy. Why do we nod when we read such cleaning-motivating articles, but everything still remains in place? We find thousands of reasons to postpone what is deferred for throwing away. Or not to start sorting out rubble and storerooms at all. And we already habitually scold ourselves: “I’m completely cluttered up, we need to pull ourselves together.”
To be able to easily and confidently throw away unnecessary things becomes a mandatory program of a “good housewife”. And often - a source of another neurosis for those who for some reason cannot do this. After all, the less we do “the right way” - and the better we can hear ourselves, the happier we live. And the more right it is for us. So, let's see if it's really necessary for you personally to declutter.

The art of communicating with parents

Parents often like to teach their children, even when they are old enough. They interfere in their personal lives, advise, condemn ... It comes to the point that children do not want to see their parents, because they are tired of their moralizing.

What to do?

Acceptance of shortcomings. Children must understand that it will not be possible to re-educate their parents, they will not change, no matter how much you would like it. When you come to terms with their shortcomings, it will be easier for you to communicate with them. You just stop expecting a different relationship than before.

How to prevent change

When people create a family, no one, with rare exceptions, even thinks about starting relationships on the side. And yet, according to statistics, families most often break up precisely because of infidelity. Approximately half of men and women cheat on their partners in a legal relationship. In a word, the number of faithful and unfaithful people is distributed 50 to 50.

Before talking about how to save a marriage from cheating, it is important to understand

Sapronova Irina Vladimirovna
Job title: defectologist teacher
Educational institution: GBOU Gymnasium 1596 TO No. 1889
Locality: Moscow
Material name: Program
Subject: The program of individual support for a child with visual impairment as part of an adapted educational program
Publication date: 12.05.2017
Chapter: preschool education

Defectologist teacher: Sapronova Irina Vladimirovna

GBOU Gymnasium No. 1596, DO No. 1889, Moscow, Russian Federation

Individual support program for a child

visual impairment as part of an adapted

educational program

Introduction ……………………………………………………………………….......3

Chapter I

Peculiarities

psychological and pedagogical support for children with

visual impairment in an educational institution……………5

Chapter II

Program

individual

escorts

child

…………………………………….19

Literature used to compile an individual program:

………………………………………………………………………………………31

Conclusion …………………………………………………………………..........33

List of used literature.………………………………..............34

Introduction

Currently

in Russia, for a number of reasons, it is planned

trend

increase

disabled children

limited

however, their common main feature is the disruption or delay in

development.

In the context of modernization Russian education particular relevance

acquires

problem

creation

optimal

development,

upbringing, education of children with handicapped health.

Today there is a serious problem of teaching children -

disabled people

experiencing

significant

difficulties

organization of their educational, communicative activities, behavior due to

existing features of development, as well as somatic diseases. But,

despite this, such children can study according to special programs and

specially trained teachers who know how to work with them.

disabled children

different

healthy peers. Knowing the characteristics of such children, it will be easier for teachers

to develop and introduce into practice the tasks of their successful socialization in

available activities and social relationships, considering:

The nature of disability (impaired vision, hearing, musculoskeletal

apparatus, mental, and general diseases);

Psychophysiological features

(type of GNI, temperament, character

mental processes, etc.).

Flaws physical health(somatic weakness);

limited

possibilities

disabled children,

allow

participate in activities appropriate for their age (game, educational,

labor, communicative), which deprives them of normal socialization. How

consequently, adults seek to protect such a child from interacting with

society, which does not contribute to the formation and development of the child's personality;

Limited opportunities for communication (limitation of mobility and

independence, conditions of education: peace,

limited

family framework,

homeschooling, teacher's ignorance of the child's characteristics, insufficient

communication with peers, overprotection).

The education of such children provides for the creation of a special

correctional and developmental

providing

adequate

ordinary

possibilities

receiving

education

special educational standards, treatment and rehabilitation,

upbringing

education,

correction

violations

development,

social

adaptation

Obtaining children with disabilities and children-

disabled people education is one of the basic and inalienable conditions

their successful socialization, ensuring their full participation in life

society, effective self-realization in various types professional

and social activities.

Relevance of the problem

is that the modern school

should teach not only ordinary students, but also differentiated

limited

opportunities

health,

take into account the special educational needs of these children, identify and

create

learning

provide

psychological-medical-pedagogical

escort

age stages.

institutions.

is

development

programs

individual

accompanying a child with impaired vision and speech, which contributes to the most

successful education of a child in this category.

The tasks of the work are:

The study of general and special literature on the issue;

Selection and description of areas of work with a child with disabilities;

Generalization

activities

developing

programs

individual support for a child with visual impairments

We assume that in order to general education children with disabilities in

general educational

organizations should

be developed

programs

individual

escorts

adapted

basic

educational

programs

features

psychophysical

development, individual opportunities. We believe that the inclusion of a child

education

Fine

developing

peers

use

individual

programs

learning,

developed

each individual child will contribute to the full development

child and his socialization in society.

Chapter

Peculiarities

psychological and pedagogical

escorts

children with visual impairment in an educational institution.

Inclusive (French inclusif - including, from Latin include -

I conclude, include) or included education is a term used for

descriptions

process

learning

needs

general education (mass) schools. The basis of inclusive education

an ideology is laid down that excludes any discrimination against children, which

provides equal treatment to all people, but creates special conditions for

educational

needs.

Inclusive

education - the process of development of general education, which implies

availability

education

fixtures

various

provides

education

special needs.

The main principle of inclusive education is “it is not the child who is driven

existing

educational

institution

vice versa,

education

adjusts

needs

opportunities for a particular child.

A joint

(inclusive)

education

recognized

community as the most humane and most effective. Direction to

the development of inclusive education is also becoming one of the main

Russian

educational

politics.

Regulations

inclusive

education

fixed

Russian

state

documents

(National Doctrine of Education Russian Federation until 2025,

The concept of modernization of Russian education for the period up to 2010, etc.

d.). Integrated education assumes that a child with disabilities masters

knowledge within the framework of the general educational standard in the same time frame as the norm

underdeveloped children. This approach can be applied to children

the level of psychophysical development of which corresponds to age or is close to

Malofeev,

organization

integrated

education, inclusion is most promising in the period of preschool childhood.

Psychological and pedagogical features of children and adolescents with

visual impairment

Vision is the most powerful source of information about outside world. 85-

90% of information enters the brain through the visual analyzer, and partial

or a deep violation of its functions causes a number of deviations in the physical and

mental

development

Visual

analyzer

provides

performance

the most difficult

visual

distinguish

basic visual functions:

1) central vision;

2) peripheral vision;

3) binocular vision;

4) light perception;

5) color perception.

Vision, in which the eye distinguishes two points at an angle of view into one

an object in a child appears earlier (5 months) than color recognition.

binocular

ability

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 of life experience. Normal

binocular perception is possible through the interaction of the visual-nerve and

muscular apparatus of the eye. In visually impaired children, binocular perception

most often violated. One of the signs of impaired binocular vision

strabismus is a deviation of one eye from the correct symmetrical

provisions,

complicates

implementation

visuospatial

synthesis, causes a slowdown in the pace of movements, a violation

coordination

Violation

binocular

leads

instability

commits

able

perceive objects and actions in interconnection, experiencing difficulties in

tracking moving objects (ball, shuttlecock, etc.), their degree

remoteness. In this regard, such children should be given more time for

viewing objects and dynamic perception, as well as verbal

descriptions of the objects and actions that students will observe

on one's own. An important means of developing binocular vision are

various types of domestic work and play activities: ball games, skittles and

etc., modeling and designing from paper (origami), cardboard, classes with

mosaic, weaving, etc.

peripheral

valid

twilight,

intended

perception of the surrounding background and large objects, serves to orient

space.

has

sensitivity

moving objects. The state of peripheral vision is characterized

field of view. The field of view is the space that is perceived by one

eye when it is stationary.

The severity of mental retardation depends on

etiology, severity and time of occurrence of visual defects, as well as from

timely

correctional and rehabilitation

Features mental development blind and visually impaired children is

weakness

abstract-logical

thinking,

limitation

ideas about the environment with a predominance of general, non-specific knowledge.

Characterized by a small amount of sensory experience, a formal vocabulary and

not enough

subject

correlation

slow down

development

motor

spatial

orientation and determine the child's low motor activity, his general

slowness. Such children often try to "hide" or deny the defect,

if others know about it. They feel constrained, unnatural and

uncomfortable.

shy

address

sensitive to criticism.

Organic disorders of the visual analyzer, violating social

relationship,

visual

insufficiency,

provoke

occurrence

specific

installations,

indirectly

influencing

mental

development

visual

deprivation.

difficulties,

which

faces

learning, in the game, in mastering motor skills, spatial

orientation,

cause

experiences

negative

manifested in uncertainty, passivity, self-isolation, inadequate

behavior and even aggression. Many children with visual impairment have

asthenic condition, characterized by a significant decrease in desire

play, nervous tension, increased fatigue. Must have in

mind that children with visual deprivation find themselves in stressful situations more often,

than their normal-seeing peers.

Persistently high emotional

voltage,

discomfort

individual

emotional disorders, disturbances in the balance of the processes of excitation and

inhibition in the cerebral cortex.

features of attention.

Due to a lack of vision, involuntary attention is impaired (a narrow margin of

representations).

decline

arbitrary

attention

conditioned

violation

emotional-volitional

disinhibition

low attention span, randomness, i.e. lack of focus, transition

from one type of activity to another, or, conversely, to inhibition

inertia

switchability

attention.

Attention

often switches to secondary objects.

distraction

explained

overwork

long

impact

auditory

irritants.

vision pathology fatigue occurs faster than normal vision

peers.

attention

visually impaired

obeys

Fine

achieve

development.

memory features.

visual

analyzer,

ratio

major

processes

arousal

braking,

negative

speed

memorization. The rapid forgetting of learned material is explained not only

insufficient number or lack of repetitions, but also insufficient

importance

objects

denoting

visual impairment can only receive verbal knowledge. Limited

reduced

speed

flaws

memorization

visual impairment are of a secondary nature, i.e. not caused by

defect of vision, but the deviations in mental development caused by it.

In children with visual impairment, the role of verbal-logical

memory. Weak preservation of visual images and a decrease in volume

long-term

short-term

auditory

lack of reinforcement tend to fade quickly. Significance

verbal information for children with visual impairment plays a special role in

saving it. With age, there is a transition from an involuntary appearance

arbitrary.

Deterioration

motor

observed

boys at 10-11 and 14-15 years old, girls 12-15 years old.

The process of recognition in the visually impaired depends on how complete the

previously formed image of the perceived object.

Features of perception.

deprivation

weakened

visual

Feel,

perception

external

limited.

difficulties

affect

degree of completeness, integrity of images of displayed objects and actions,

change

perception,

physiological mechanism of perception. Depending on the degree of injury

visual

violated

integrity

perception.

visually impaired

dominates

visual-motor-auditory

perception.

able

simultaneously

perceive

movements

individual

elements

movements.

recognition

visually impaired

contour

silhouette images is not unambiguous. Of all kinds of pictures, the best

Most children recognize color pictures, as color gives them an additional

image form information. Children with disabilities are much more difficult

of vision are guided in contour and silhouette images. The harder

the shape of the object and is less close to geometric shapes, the more difficult

children recognize the object. When perceiving contour images, success

recognition depends on the clarity, contrast and thickness of the line. Yes, the lines

thick

completed

perceived the fastest.

Features of thinking.

violation

possibilities

perceive

environment as a whole, they have to analyze it on the basis of

individual signs available to their perception. Typhopsychologists say

that visually impaired children go through the same stages in the development of thinking and

around the same age and can solve problems without relying on visual

perception. With a preserved intellect, thought processes develop,

Fine

peers.

observed

some

differences. Visually impaired children have narrowed understanding of the world around them.

(especially in children lower grades), judgments and inferences may not be

are quite justified, since real subjective concepts are insufficient or

distorted.

visually impaired

celebrated

verbal-logical

visually-

creative thinking.

Features of physical development and motor disorders

Violation

makes it difficult

spatial

orientation

delays

formation

motor

decrease

motor

cognitive

activity.

some

celebrated

significant

backlog

physical

development.

difficulties

arising from visual imitation, mastery of spatial

representations and motor actions, the correct posture is violated

when walking, running, in natural movements, in outdoor games,

coordination and accuracy of movements.

Features of speech development of children with visual impairment

visual

violations,

different

slowness

formation

Manifested

development

insufficiency of active interaction of children with vision pathology,

surrounding

impoverishment

subject-practical

observed

specific

peculiarities

formation

appearing

violation

vocabulary-semantic

sides of speech, in the formalism of using a significant number of words with their

specific

sensual

characteristics.

use

can be too narrow when a word is associated with only one acquaintance

child with an object, its sign, or, conversely, becomes too general,

abstract

specific

signs,

items

surrounding life.

Children with profound violations vision do not have the ability to fully

perceive

articulation

interlocutor,

lip movements during a conversation, which is why they often make mistakes when

sound analysis of the word and its pronunciation.

The most common speech defect in blindness and low vision in

preschoolers and junior schoolchildren is tongue-tied of a different nature

From sigmatism (wrong pronunciation of whistling and hissing sounds) to

lambdacism

(wrong

pronunciation

rotacism

(incorrect pronunciation of the sound "R").

Difficulties,

related

mastering

sound

composition

definition

appear

written

Violations of the sound sequence when writing words to a large extent

degree is due to the absence or inferiority of vision. Children at

in writing, due to the lack of sound analysis, words make omissions of letters,

replacement or replacement.

Lack of vocabulary, misunderstanding of the meaning and meaning of words

stories

informative

coherent, logical story due to a decrease in the number of specific

information.

Oral speech of visually impaired children is often inconsistent, fragmentary,

inconsistent.

are planning

statements.

difficulties

development

visual

pathology

features of assimilation and use of non-linguistic means of communication - facial expressions,

gesture, intonation, which are an integral component of oral speech. Not

perceiving at all or poorly perceiving visually a large number of

mimic movements and gestures, giving the same statements

the most diverse shades and meanings, and without using these

means, blind and visually impaired children significantly impoverish their speech,

becomes

inexpressive.

observed

decline

external manifestation of emotions and situational expressive movements, which

influences the intonational formation of speech, causing its poverty and

monotone.

specified

originality

personalities

visual

defects

conditioned

disadvantage

sensual

difficulties

orientation

surrounding

space

absence

relevant

education,

limitation

activities, negative attempts to establish contacts with the sighted. On

Against this background, children with visual impairments have a lack of confidence in their

opportunities, interest in the result of labor is reduced, skills are not formed

overcome difficulties.

organic

cognitive

activities and limiting social contacts can lead to a whole

a number of deviations in the formation and development of the personality of the blind and visually impaired

personal

features

relate

changes

dynamics of needs associated with the difficulty of satisfying them, narrowing

range of interests, due to limitations in the field of sensory experience,

the absence or violation of the external manifestation of internal states and, as

the consequence is the insufficiency of the emotional sphere.

last thing

spreading

receives

integrated

upbringing

problems

health

conditions

mass preschool educational institutions. In children's preschool

educational

institutions

fall

various

violations

teachers

massive

preschool

institutions of knowledge of the problems of the psychophysical development of such children and those

difficulties that arise even due to partial loss of vision by the child.

contemporary

development

societies

education

visually impaired children is preparing for independent living and

activities in the natural social environment, the formation of personality,

on one's own

own

responsibility, make decisions and act in a rapidly evolving

Visually impaired children today do not need to be educated in

special institutions, on the contrary, to get a better education

adapt

general education

preschool or at school. It will allow healthy children to develop

tolerance and responsibility. But do not forget that for this

needs to be rebuilt social environment surrounding the child and create

a certain system of assistance: medical and psychological-pedagogical.

Visually impaired children can be educated in mainstream schools, but

this does not mean that they do not need special typhlopedagogical

help. These children may become underachievers only because of

visual impairments, provided they are not provided with special assistance.

Russian

mental

development

visually impaired

formation

compensatory

processes,

active life position, awareness of the ways of self-realization and mastery

they depend on social conditions, including educational ones.

For the full development of a child with visual impairment in mass

preschool institutions need to create certain conditions. Such

children are limited in direct visual perception of the environment

peace. One of the characteristics of visually impaired children is

visual

perception.

compensation

violated

visual

perception

is

sensory

development.

touch

development

involves the mastery of certain perceptual actions by children

(identification,

correlations,

perceptual

modeling),

development

sensory

standards.

Specificity

visual impairment lies in the fact that along with visual perception

it is necessary to develop all other types of sensitivity (touch, hearing,

taste and smell).

Another, no less important, problem in children with visual impairments

are difficulties in orientation in space. This is one of the current

problems within the scope of social adaptation of such children. originality

psychophysical

development

preschoolers

appears

insufficient

motor activity, difficulties in the formation of the motor sphere. IN

in turn, this causes children to have difficulties in spatial orientation,

which further limit the independence of a person in any

activities.

Psychological and pedagogical

medical and social

escort

development

violation

educational

process

is

the most important condition for the prevention negative influence violations

view of the course of the physical, mental, personal development and successful

socialization.

The appearance of such a child in a preschool institution (hereinafter -

DOW) imposes increased requirements on all employees. Work on

comprehensive

psychological and pedagogical

escort

starts

the first days of the child's stay in preschool. Every child with problems

development,

reach

significant

secured

comprehensive

diagnostics,

preventive

correctional and pedagogical assistance with adequate training and education.

how much

exceptional

needs

define

develop

complex

differentiated development plans and zone-specific training programs

the immediate development and potential of the child.

Comprehensive

escort

ensured

specialists aimed at creating psychological, pedagogical and medical

social conditions for successful learning and development of the child, regardless

on the level of his abilities and life experience in a particular social

Specialists

pick up

most

effective

psychological

pedagogical conditions, types and forms of work, under which the

resident

dynamics

development

implementation

potential

opportunities. This simultaneously involves a teacher-defectologist, a teacher-

educational psychologist,

educator,

Instructor

physical education,

ophthalmologist

result

developed

comprehensive

program,

relevant

opportunities

definition

the leading problem at the moment and the leading specialist. In the course of working with

child

development

leading

performed by various experts.

preschool

educational

institution

is aimed at solving the problems of a systematic approach in the treatment and education of children

violation

Comprehensive

based

the relationship between the work of medical and pedagogical specialists. Therapeutic

restorative

directed

preservation

maintaining

visual

improvement

violations.

in the process of treating vision and restoring the health of children, teachers perform

special medical prescriptions, restrictions and doctor's recommendations -

ophthalmologist,

medical

form

cognitive

preschooler, teach him rational ways visual perception,

develop sensory abilities.

used

pedagogical

specialists,

contribute

consolidation

side effects

medical

process,

formation

sustainable

positive

relationship

curative

procedures

negative

emotional and behavioral manifestations of the child in relation to treatment and

thereby strengthening the effect of medical and educational work. All this speaks of

need

interactions

medical

pedagogical

personnel.

institution

special

financially

technical

software, including the architectural environment and special equipment:

additional lighting, blinds, color beacons, visual landmarks,

magnifiers, etc.).

Benefits offered to children with visual impairments are subject to

a number of requirements:

objects should be large, bright in color, accurate in shape

and details;

used

classes

mathematics - 15 cm, Handout– 2-5 cm (depending on the sharpness

presented

unloaded

unnecessary details, otherwise there are difficulties in identifying the object and its

qualities in accordance with the task;

the most favorable display is on a black and white background, or on a green

(soothing)

brown

(calm,

contrast),

orange

(stimulating);

the contrast of the objects presented to the background should be as high as possible

Visual impairment leads to secondary deviations in the physical

development

(violation

coordination)

targeted

dosed physical exercises are a powerful means of correcting

and compensation for shortcomings in the physical and functional development of children with

visual impairment. When conducting physical activities with children of this

necessary

use

visual

landmarks,

helping to see the edge of the bench, carpet. At music festivals, games and

physical leisure activities of children with low visual acuity are paired with children with

high visual acuity, but equal to them in the rate of execution, in order to

visually impaired

visual-tactile

landmarks.

observe

necessary

development

disturbed

massive

preschool

institutions,

contribute to their full socialization in modern society.

Chapter 2

disabilities

Surname, name of the child: Kirill

Date of birth: gender: male

Diagnosis

visual: Hypermetropia is weak,

fickle

converging

strabismus

Visual acuity: in / about - 0.8 / 0.7.

Related

diseases: general underdevelopment speech, handicapped,

PVS, MARS, umbilical hernia, JVP.

Doctor's orders: permanent wearing of glasses.

Conclusion

C P M S S: education

adapted

preschool

educational program, taking into account the psychophysical characteristics of a child with

visual impairment.

Peculiarities

development

child

psychological and pedagogical

child characteristics):

sociable,

enters

adults

peers.

noted

adequacy

behavior.

Attention

not enough

stable,

distract,

visual

auditory

visual-action thinking prevails. Listens to instructions, but does not

holds

Representation

surrounding

correspond to the age norm. Speech development below the age limit

there is an insufficient formation of the lexical and grammatical structure

speech, decrease in phonemic hearing, impaired sound pronunciation (more than

8 sounds).

Responds appropriately to comments. The performance is average.

visual

perception

much

individual

features

(difficulties

differentiation

recognition

naming

contour,

imposed

images),

limited stock of knowledge and ideas about the environment, insufficiency

motility

visual-motor

coordination,

unformedness

spatial

representations

weakness

kinesthetic

sensations

general, manual and speech motility. Difficulties in orienting in

space.

visual

pathology

celebrated

stiffness

movements, immobility, uncertainty.

with a child with disabilities: subgroup lessons,

individual sessions, home education, etc. (underline as appropriate

or enter another) _________________________________________________

correctional

developing

Thematic content of the stages

correctional and developmental

Communication with the PLO in

compliance with

Diagnostic

Conducting a comprehensive

examination of the child and

assistance to him in

Defectologist,

psychologist,

social teacher

Correction-

developing

Selection of optimal for development

corrective

programs/methods, methods and

methods of education and upbringing in

according to special

educational needs

Accounting for psychological

pedagogical

characteristics on

Defectologist,

psychologist,

speech therapist, social

Organization and holding

specialists of individual

correctional and developmental

activities required for

overcoming developmental disabilities

Defectologist,

psychologist,

Systemic impact on

child activities,

aimed at forming

universal ZUN and correction

developmental disorders.

Accounting for topics

studied by

programs

Defectologist,

psychologist,

educator

Final

diagnostics

performance

Success analysis

correctional and developmental

specialists

with attraction

educator

methods: visual, practical, visual-practical, verbal;

tricks:

real

items

illustrations;

usage

(subject,

plot,

mobile,

didactic

video recordings,

audio recordings, verbal speech patterns of teachers, etc.

Correction-developing

Wednesday

educational

institutions:

compliance

visual

load,

preapparatus

Preparation,

conducting visual gymnastics using visual landmarks,

adapted demonstration and handout didactic material

(volume,

raised,

planar,

contour

silhouette

images),

equipment

corrective

developing

compliance with ergonomic conditions in the educational process (lighting,

furniture, visual landmarks)

Technical

facilities,

used

process

education

learning

disabled child:

tifloequipment

"Reference point",

"Firefly",

television magnifying device, "Delfa-142.1", "Logic-baby"),

"Pertra"

"Dusima"

Spectra

wall

development

auditory,

visual

tactile

perception,

sandy

equipment

sensory room., equipment

and simulators for sports, musical

halls and the pool, matching equipment (tables, chairs) to the height of the child and

Functional duties of a defectologist teacher:

Expansion and correction of subject representations and specific

ways

surveys

objects

deepening

subjects

the surrounding world, the formation of a system of basic mental actions and

operations

(analysis,

comparisons,

generalizations,

classification). How

correctional and developmental work coordinator interacts

with other specialists.

Builds with a psychologist: drawing up joint programs of methods

corrective work; joint monitoring based on survey results and

joint correctional and developmental activities, joint development

With a teacher, music. the head and physical worker performs:

attendance at classes and consultations; studying the content of the program by topic

(in order to take into account the level of requirements)

Interaction

parents:

parental

meetings, organization

c o n s u l t a t i o

group

individual, conducting a survey.

Interaction with a healthcare professional: studying medical records,

Correctional and developmental work with this pupil includes

the following sections:

Development of visual perception: distinction, correlation and naming

basic colors and shades, shapes, sizes, comparison of objects by size,

discrimination

imposed,

contour

noisy

images, the formation of sensory standards.

Development

mental

development

attention

(formation

concentrate

attention

exercises;

increase

attention

short-term

(remembering

items,

location

items));

development

(development

visual memory (drawing objects from memory); development of verbal

memory (selection of words for a given letter, topic); development of thinking (development

visual-figurative

thinking

(detection

similarities

items,

pictures,

patterns, matching objects); the formation of mental operations in

classification

visual

material;

install

cause-

investigative links;

Development fine motor skills hands and fingers; visual development

motor coordination; development of auditory-motor coordination;

Development of orientation in space (in the surrounding space and

on surface);

Prevention of social maladjustment: participation of the child in all

events; conversations on the topics: “Who will I invite to my birthday?”, “Who

my friend?”, “Why am I friends with you?”; cool watch on the topic: "Not like

we”, “Children with hearing impairment”.

The educational process in the listed sections of the individual

programs are conducted in close connection with the prospective (calendar-thematic)

Table 2 - Forms of work with the family of a child with disabilities

FORMS

WORKS

Goal of the work

Executor

Timing

holding

anamnestic

(questionnaire,

testing,

Receipt

primary

information about

child and his

Educational psychologist,

teacher speech therapist,

defectologist teacher

September

Diagnostic

Receipt

diagnostic

level data

child development

for planning

correctional

developing

Educational psychologist,

teacher speech therapist,

defectologist teacher

September

home visit

group work

with children by

directions

programs:

Social

communicative

development

Child adaptation

a team,

development

communicative

educator,

teacher speech therapist,

educational psychologist

during a year

cognitive

Development

educator,

development

cognitive

areas of the child.

defectologist

during a year

Speech

development

Speech acquisition

as a means

communication and

culture.

educator,

teacher speech therapist

during a year

Artistic

aesthetic

development

Development

aesthetic

artistic

perception;

development

artistic

creative

abilities.

educator,

musical

supervisor

during a year

Physical

development

Security

harmonious

physical

child development and

formation

ideas about

healthy way

Instructor for

physical

education,

instructor for

swimming,

educator.

during a year

Individual

Correction

shortcomings

psychophysical and

speech development

teacher speech therapist,

defectologist,

educational psychologist,

educator,

music supervisor

instructor for

swimming and

physical education

daily

group work

with children and

parents

(legitimate

representatives)

Development

harmonious

parental

family relations

Educational psychologist

during a year

(on request)

Education

use of games

and exercises

corrective

focus on

at home

teacher speech therapist,

defectologist

during a year

(upon request),

invitation

specialists

Individual

classes (teacher

speech therapist, teacher

defectologist,

educational psychologist)

Perfection

cognitive

activities and

emotional

areas of the child.

Educational psychologist,

teacher speech therapist,

defectologist

during a year

Individual

counseling

parents

Education

parents

(legitimate

representatives) about

features and

prospects

child development

educator,

educational psychologist,

teacher speech therapist,

defectologist

during a year

(on request)

Leisure

Events

Development

positive

emotionally

fiduciary

relations

educator,

musical

supervisor,

specialists

during a year

Methodological support of an individual rehabilitation program

child

methods, etc.):

(visual perception)

in the preparatory group

Month

A week

Days of the week

(numbers)

Topic of the lesson

consp.

september

Bye, summer.

Vegetables. Garden.

Autumn. Harvest.

October

Autumn signs. Trees. Forest.

Autumn. Mushrooms.

Autumn. Migratory birds.

Domestic birds.

Autumn clothes, shoes, hats.

november

Interesting games.

Pets.

Wild animals.

December

Autumn (generalizing lesson).

Seasons. Winter.

Wintering birds.

Winter fun. Christmas tree.

Winter (generalization).

January

Wild animals in winter.

Animals of the North and South.

February

Transport. (Professions).

City. Street. House and its parts.

Apartment. Furniture.

Defender of the Fatherland Day. Military equipment

March

Family. Mom's holiday.

Houseware. Electrical appliances.

Food.

Spring. Spring signs.

April

Spring. Migratory birds.

Wild animals and their babies.

Pets and their cubs.

Insects.

Seasons. Summer. Berries.

June

Individual sessions.

Perspective-thematic planning of the teacher - defectologist

(development of touch and fine motor skills)

in the preparatory group

Month

A week

weeks

(numbers)

Topic of the lesson

consp.

Summer landscape.

September

A toy shop.

Orchard.

Gifts of the forest and garden.

October

Leaf fall.

Mushroom field.

Bird canteen.

Magic feather.

november

Fabric store.

Magic paths.

Our pets.

Forest dwellers.

December

Autumn colors.

Winter picture.

Such different birds

Winter entertainment.

Winter (generalization).

January

Body structure.

Forest paths.

Labyrinths.

February

car showroom

Our houses.

Furniture store.

Military equipment.

March

Gift for mom.

Electrical appliances.

Such different dishes.

Food store.

Spring forest.

April

Space koleidoscope

The birds have arrived.

Forest kids.

Moms and their babies.

Interesting bugs.

Undersea world.

Bouquet of flowers.

Garden gifts.

June

Individual sessions.

Perspective-thematic planning of the teacher - defectologist

(social orientation)

in the preparatory group

Month

A week

weeks

(numbers)

Topic of the lesson

consp.

September

Our favorite kindergarten.

My city.

Flag. Coat of arms.

My family.

Garden Garden..

October

Bread is the head of everything.

assistants

human

ears, nose).

Bird calendar.

Professions in the poultry farm.

november

Profession seamstress and cutter.

Material properties.

City - village.

All works are good, choose to taste.

December

Street, road, pedestrian.

Magic water.

Birds of the Red Book.

History of the New Year.

New Year's toys.

January

My family.

Medical profession.

February

We are pedestrians.

Construction professions.

objects around us.

Special transport.

March

Women's professions.

Paper, wood, metal.

Origin of dishes

Types of products.

Material properties.

astronaut profession

April

Nature and us.

Wild animals of the Red Book.

Properties of glass and plastics.

Where did the book come from.

River and sea fish.

Flowers of the Red Book.

Edible - not edible.

June

Individual sessions.

Perspective-thematic planning of the teacher - defectologist

(orientation in space)

in the preparatory group

Month

A week

weeks

(numbers)

Topic of the lesson

consp.

September

Comparison of objects by size.

Flat and three-dimensional figures.

Count within 5.

Comparison of objects by width.

Comparison of objects by length.

October

The formation of the number 5.

The formation of the number 6.

Geometric figures.

The formation of the number 7.

november

The formation of the number 8.

Orientation in space.

The formation of the number 9.

Far close.

December

Measurement.

Parts of the day.

The formation of the number 10.

Calendar.

Geometric figures.

January

Sheet orientation.

Introduction to number 1.

Introduction to number 2.

Polygons.

February

Introduction to number 3.

Square properties.

Introduction to number 4.

March

Introduction to number 5.

Volumetric figures.

Introduction to number 6.

Introduction to the number 7.

Geometric mosaic.

April

Introduction to number 8.

Introduction to the number 9.

Introduction to the number 10.

Introduction to the number 0.

Comparison of objects on different grounds.

Orientation in space.

Sheet orientation.

Geometric figures.

June

Individual sessions.

Literature used to compile

individual program:

birth

Approximate

general education

program

preschool education. GEF. / Ed. NOT. Veraksy and others - M., 2014.

Programs of special (correctional) educational institutions IV

violations

Programs

children's

Correctional work in kindergarten / Ed. L.I. Plaksina. – M.:

Publishing house "Exam", 2003

Programs of preschool educational institutions of compensatory

type for children with speech disorders, edited by: T.B. Filicheva, T.V.

Tumanova, G.V. Chirkina. M: 2008

Aleshina, N. V. Familiarization of preschoolers with the environment and social

reality. M., 2001

Morozova

Pushkareva

Familiarization

surrounding

Abstracts of classes. To work with children 6-7 years old with mental retardation. – M.: Mosaic-

Synthesis, 2006. - 160s.

Pomoraeva

Practical

encyclopedia

preschool

worker.

Formation

elementary

mathematical

representations. preparatory group kindergarten. mosaic synthesis,

Notebook with tasks for the development of children. We study mathematics. Part 1 and 2.

Kirov. – 2014

30 lessons for successful preparation for school - 6. Part 1 and 2. Kirov. -

Familiarization

subject

social

environment.

Preparatory group. GEF. Mosaic-synthesis, 2014.

10.Borisova M.M. sedentary games and game exercises. For classes with

children 3-7 years old. Toolkit. GEF. Mosaic-synthesis, 2014.

11. Veraksa N.E., Galimov O.P. Cognitive research activity

preschoolers. For classes with children 4-7 years old. GEF. Mosaic-synthesis, 2014.

12. Brezhneva E.A., Brezhnev N.V. I want to know everything in 2 parts. Moscow: Vlados. -

13. Gerbova: The development of speech in kindergarten. Preparatory group. GEF,

Mosaic-synthesis, 2014.

14. Konovalenko V.V. "Correctional work of the educator in the preparatory

speech therapy group". M., 1998

Conclusion

Studying the characteristics of children with visual impairment, as well as work experience

institutions

shows

inclusion

programs

individual

escorts

pupils

renders

positive

impact on the development of pupils and their further socialization in

peer group and in society. Children with visual impairment need

timely

identifying

need

individual

escorts

educational process, in realizing the potential

and creating conditions for development. At the same time, it is important to identify

deficiencies in the development of children and the organization of individual work with children

maximum

allows

provide

timely

correction of the main deficiencies in the development of the child and prepare him for

learning at school.

Necessary

cooperation

worked

educators,

teacher-speech therapist, teacher-defectologist, pedagogue-psychologist, social pedagogue and

medical workers for

successful professional activity

psychological and pedagogical support of a child with visual impairment.

requirements

implementation

individual support programs for children with visual impairments and

speech will certainly have a positive result.

List of used literature

Goneev A.D. and others. Fundamentals of correctional pedagogy: Proc. allowance for

stud. higher ped. textbook institutions / A.D. Goneev, N.I. Lifintseva, N.V. Yalpaeva; Under

edited by V.A. Slastenin. - M., 2002.

Egorov P.R. Theoretical approaches to inclusive education of people

educational

needs

practice

social development. - 2012. - No. 3., - P. 35-39.

Zakrepina, A.V. Development of an individual program of correctional

developing

learning

education

preschool

age

developmental disabilities / A.V. Zakrepina, M.V. Bratkova // Education and

teaching children with developmental disabilities. - 2008. - No. 2. - S. 9-19.

Individual approach in a special (correctional) institution:

concept, aspects of personality assessment and planning of correctional

development work: monograph [Text] / Ural. state ped. un-t; under. ed. V.V.

Korkunov. - Yekaterinburg: B. and. ; Perm: B.I., 2005. - 128s.

Inclusive

education:

methodology,

practice,

technologies:

2011, Moscow) / Mosk. mountains psychological ped. un-t; Editorial staff: S. V. Alekhina and others - M .:

MGPPU, 2011. - 244 p.

Inclusive

education.

desktop

teacher

working

children with disabilities: Methodological guide - M., 2012.

Malofeev

Actual

Problems

special

education.

Defectology, No. 6, 1994, p.3-9

Malofeev

Goncharova

Nikolskaya

Kukushkina

Special

federal

state

standard

education

limited

opportunities

health:

main

provisions

concepts.//Defectology.-2009.-№1-p.5-19.

Malofeev N. N. A eulogy of inclusion, or Speech in defense of oneself

self // Education and training of children with developmental disorders. 2012, no. 1.

Oleshkevich

Escort

socialization

schoolchildren

features

psychophysical

development

conditions

integrated

training // Defectology. - 2005. - No. 5., - From 16-25.

Organization

correctional and developmental

escorts

developmental disabilities in educational institutions. methodical

Plaksina

Psychological and pedagogical

characteristic

visual impairment: Tutorial. –– M.: RAOIKP, 1999.

Creation

special

violations

educational institutions: Methodological collection / Ed. ed. S.V.

Alekhine // Pod. ed. E.V. Samsonova. - M.: MGPPU, 2012. - 56 p.

Solntseva,

integrated

learning

violations

limited

opportunities:

Problems

innovative

trends

learning

upbringing.

Reader

"Correctional

pedagogy

special

psychology” /Comp. N.D. Sokolova, L.V. Kalinnikov. - M., 2001. S. 104-109.

Solodyankina O.V. Raising a child with a disability

family health. – M.: ARKTI, 2007. – 80 p.

Staroverova

Kuznetsova

Psychological and pedagogical

escort

disorders

emotional-volitional

Practical materials for psychologists and parents / M.S. Staroverova, O.I.

Kuznetsova. - M., 2013. (A guide for psychologists and teachers).

vision preschool correctional pedagogical

Correctional and pedagogical work is understood as a system of activities, means, forms and methods of training and education aimed at developing compensation processes, overcoming, eliminating shortcomings in cognitive activity, personality traits, physical development and motor abilities of children with visual impairments.

The initial theoretical provisions on the issues of compensation and correction of impaired functions, the study of the leading role of education and upbringing in the development of an abnormal child were developed by JI.C. Vygotsky, T.A. Vlasova and others.

When examining children entering specialized groups, as well as in the course of observations and conversations with medical personnel, it turns out that most children have posture disorders, all children have weakened cognitive processes(perception, imagination, visual-figurative thinking), the mastery of social experience is limited. Based on this, classes are built differently, according to the age of children, the composition of impaired functions, and the characteristics of perception. educational material. And along with the general tasks, special (correctional) ones are set.

IN junior group- the accumulation of knowledge and the formation of techniques for clear ideas about standards (color, shape, size, spatial arrangement); enrichment of the dictionary and the development of figurative speech based on the subject correlation of the word.

IN middle group-- formation of methods of purposeful perception (algorithmization according to the plan-symbol); Teaching children on a polysensory basis using preserved analyzers to recognize and distinguish objects from others, to determine their properties and purpose:

• - according to essential features;
• - on the basis of mastering the method of comparison;

training in grouping techniques for imitation;

learning to transfer knowledge, concepts to the level of external speech, to independent practical activity.

Corrective tasks in senior groups:

• - the formation of methods of purposeful perception according to the plan (in senior group), possession of the plan (in the preparatory group);
• - the formation of the skill of recognizing and distinguishing objects among others using safe analyzers, determining their properties and assigning based on mastering the method of comparison;
• - mastering the methods of grouping (in the senior group), classification (in the preparatory group);
• - learning to generalize knowledge about objects and phenomena of the surrounding world in order to form concepts. The obligatory content of special classes is not mechanical training of the visual functions of the eye, but work related to the general educational program to develop all types of cognitive activity of the child. For example, the weaving of rugs is played out in the creative games “Shop” or “Guests”, in which a successful combination of colors and sizes is discussed with children, independence and creativity are stimulated.

Sensory and physical education is the basis of correctional work, therefore didactic and outdoor games with the definition of correctional tasks are planned much more often than in ordinary groups. An effective remedy correctional work is a walk, where didactic and outdoor games should be held to develop the eye, the accuracy of movements, and orientation. For this, bright, colorful materials are selected that contribute to the development of visual attention and perception.

The corrective orientation of classes is also determined by the choice of methods and techniques, taking into account not only age and individual capabilities, but also the state of visual function, the level of development of visual perception. The rapid fatigue of children requires a change in activities in the classroom, the introduction of physical education as an obligatory part of any lesson. Narrowed sensory experience obliges to pay attention to the correct way of activity, and not only to its result. For example, it is very important that the child, when drawing up a pattern, does not randomly perform actions, but mentally and consistently fills in the sheet, starting from the center, then using the corners, right, left sides, top, bottom, between, correctly reproduces the direction, spatial arrangement of the figures. It is important to use the shaping movements of the hand when examining and reproducing the object, as they contribute to the development of oculomotor functions.

The corrective orientation of classes is determined by the use of an individual and differentiated approach.

At individual work it is necessary to take into account the child's capabilities depending on visual acuity, his coming into contact in the learning process, the stability of attention. A differentiated approach to educational work requires the allocation of subgroups of children, which may include children with low visual acuity, visual impairment combined with reduced intelligence, low visual acuity combined with mental retardation. The number of such subgroups, as a rule, is 1-2 children.

When working with a subgroup, you need to speak more slowly, put questions clearly, briefly, specifically, so that children can understand them, think about the content. If the child cannot answer, further clarification should be given. It can be allowed not to get up when answering, to approach the object in the course of the lesson, to use it in speech development classes additional material: contour, silhouette, drawing, small pictures, toys. More attention should be paid to the teacher's hands when examining the subject, tracing, etc., the hands should move slowly, each movement should be accompanied by a word, a show. Mandatory individual assessment of the child after each completed task, emphasizing the positive aspects of his activities, independence.

In physical education classes, it is important to use the approximation of a horizontal, vertical target, its large size, additional insurance in climbing, jumping; limitation certain types movements in agreement with the ophthalmologist, slow-motion display of movements so that the children have time to see it. The dosage of exercises with downward bends, jumps, flips from the back to the stomach, exercises on the stomach should be reduced. With some types of exercises (climbing, balance), the occlusion is removed so that the child feels the movement of his body without fear of falling, getting hurt, since the adhesive restricts freedom of movement.

In art activities, samples for display should be 2-2.5 times larger than children's works, small details are shown additionally in a large size. For visually impaired children, drawing sheets are used 2 times smaller than for the rest of the size. For drawing, you can use both general and individual nature, as well as additional for 3-4 of the most visually impaired children. At music lessons, holidays, so that the child has a feeling of freedom of movement in space, its beauty, sometimes it is possible to remove occlusion. In physical education and music classes, children with low visual acuity are placed behind children with higher visual acuity, equal to them in terms of the pace of movement, so that there is a guide for movement in space.

An obligatory component of corrective work with children with visual impairments is visual gymnastics, which is carried out several times during the day for 3-5 minutes. We show the object for visual gymnastics at a slow pace so that the child can follow the movement of the object to the end. The object is shown just above eye level in front of the sitting children. It should not merge in color with the clothes of the teacher and the environment. When performing visual gymnastics, children with low visual acuity stand in front of the teacher, the rest are located further. For gymnastics it is necessary to use small objects. Gymnastics is carried out according to verbal instructions, using poems, nursery rhymes. It is necessary to note the diligence, desire and results of the work of children.

The organization of the workplace of a child with visual impairment in the classroom also has a corrective focus. Since the correction of a child's vision at the first stage of his treatment consists in stimulating the worse seeing eye by occlusion of the better seeing eye, a child with amblyopia and strabismus falls into the category of visually impaired. Therefore, children are seated relative to the teacher as follows: in front - children with low visual acuity (0.4), then with visual acuity of 0.4-0.6 and at the third table - children with visual acuity of 0.6-1.0 . If the child has occlusion of the left eye, then he should be seated to the right of the teacher, if the occlusion of the right eye, then to the left, children with divergent strabismus should be in the center. When working at a table, the light should fall from the left and from above.

For children with low visual acuity, the demonstration material is presented no further than 1 m from the eyes. An additional individual display of the item is also required. The most favorable display of the subject on black and white background, either green (soothing), brown (calm, contrast) or orange (stimulating). Items are taken large, bright in color, accurate in shape and detail. You need to place objects on the board so that they do not merge into a single line, a spot, but stand out well separately.

In mathematics classes, the size of objects is up to 15 cm, the size of the nature used is 20-25 cm, handouts are 2-5 cm.

All display material should be natural-sized, i.e. the car should be smaller than the house, the tomato should be smaller than the cabbage, etc.

conditions for a complete and accurate perception of the displayed object are:

• -selection of an adequate background;
• -the choice of an adequate color, since the color in combination and at a distance can change (for example, red next to yellow is often seen as orange, blue - purple, purple with brown - black, red - burgundy);
• -constant use of a pointer for display;
• - finding the child when showing an object at the board from the side of the open eye (the right eye is closed - on the left, the left eye is closed - on the right);
• - finding the teacher at the blackboard on the right, always facing the children;
• -feeding of some objects in the picture under consideration with a clear outline (outlined in black along the outline).

The corrective orientation of upbringing and educational activities in combination with therapeutic measures creates favorable conditions for the development of defective vision, correction of secondary disorders, for general development child. The development of spatial orientation of older preschoolers Visual impairment, especially occurring in early age, negatively affect the process of formation of children's spatial orientation. Preschool children with visual impairment are characterized by deficiencies in the development of movements and a small physical activity; they, in comparison with normally seeing peers, have significantly less developed spatial representations, the possibilities of practical micro- and macro-orientation, and verbal designations of spatial relations. Violation of oculomotor functions causes errors in determining the shape, size, spatial arrangement of objects by children.

The visually impaired are children with visual acuity from 0.05 to 0.4 in the better seeing eye (with glasses). Also, children with amblyopia and strabismus during the period of treatment with the use of occlusion on the better seeing eye fall into the category of the visually impaired.

This methodological development will help the typhlopedagogue in the development of orientation in space in visually impaired children. It includes an educational and thematic plan for the work of a typhlopedagogue with visually impaired children of the senior preschool age on the development of orientation in space (3-4th year of study), 36 class notes for the 3rd year of study, annexes to classes (the number of the application corresponds to the number of the lesson), physical exercises with exercises for the eyes. When compiling methodological development were used: "Program for the upbringing and education of children in kindergarten" ed. M.A. Vasilyeva, “Program for special (correctional) educational institutions of 4 types”, ed. L.I. Plaksina, “The program for the formation spatial representations» N.Ya. Semago, program "Development" ed. JI.A. Wenger, O.M. Dyachenko. The purpose of the work is the development of orientation in the space of visually impaired children, the formation of their ideas about space.

To do this, the following tasks are solved: - generalization of knowledge about the spatial arrangement of parts of one's body, orientation in the surrounding space “from oneself” (3rd year of study), from another person (4th year of study);

• - formation of skills for polysensory perception of objects, the ability to analyze information obtained with the help of vision and preserved analyzers, combine them into a single image and apply them in a practical orientation;
• - training in modeling object-spatial constructions, kindergarten premises, open space, reading their schemes (3rd year of study), independent drawing up of schemes (4th year of study);
• - the formation in children of a strong connection of words denoting spatial features of objects with their sensory perception.

The content of the work takes into account the general principles of training and education adopted in preschool pedagogy, as well as specific principles implemented in the system special education in particular, the principle of corrective orientation. In the process of special training in orientation in space for visually impaired children, all general didactic methods are used: visual, practical, verbal. Each of the methods allows you to solve certain learning problems. However, the effectiveness of this correctional and pedagogical activity, as well as any learning process, is due to the use of these methods in combination. Even the formation of the child's initial knowledge and skills with the help of the visual method, as the main one, requires the typhlopedagogue to use the techniques of the practical method (for example, with the aim of initially consolidating them) and the techniques of the verbal method (for example, to generalize existing knowledge and skills and on this basis introduction to new material). Thus, the choice of the leading method depends on the stage of education, and the nature of the use of additional methods (at this stage of education) depends on specific didactic tasks and on how (visual, practical, from words) children can learn program material. The specificity of the use of methods is due to the fact that orientation in space can be developed only under conditions when the child actively performs various visual actions and operations.

Methodological techniques have a compensatory-corrective orientation. When choosing material for conducting classes, it must be remembered that the child must have clear geometric ideas about objects that are used as reference points in space.

Teaching orientation in space in the senior group (3rd year of study) includes 5 stages. Each stage presents a series of increasingly difficult tasks. The work starts from the level of the body, moving on to orientation in space “from oneself”, including on the plane of the sheet, and ends with orientation according to the scheme of the depicted space.

In case of difficulty, you can return to the previous stages of work.

• Stage 1: the formation of ideas about one's own body, orientation on one's own body.
• Stage 2: improvement of ideas about the conditional (schematic) representation of objects.
• Stage 3: development of orientation in micro- and macrospace "from oneself", highlighting various landmarks (light, color, sound, tactile), motor sensations.
• Stage 4: the formation in children of the ability to create the simplest models of spatial relationships between toys, objects and their substitutes (modeling).
• 5th stage: teaching orientation in space according to the plan, the formation of the ability to correlate the location in space of real objects with the scheme.

In the preparatory school group, work continues and ends with the development of the ability to independently draw up schemes of the surrounding space.

The scheme for constructing classes includes relaxation exercises, elements of psycho-gymnastics, game techniques, physical exercises with exercises for the eyes, and sedentary games. This allows you to achieve sustained attention and maintain interest throughout the lesson. And this is important, given that children with visual impairments have an unstable psyche, reduced performance, and fatigue.

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

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

"APPROVE"

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

"_____" ________________2014

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

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