4.2. Psychological features children with visual impairments

Loss or impairment of visual functions during blindness leads to the impossibility or difficulty of visual reflection of the world, as a result of which a huge amount of energy falls out of the sphere of sensations and perception.

number of signals informing a person about the most important properties

objects and phenomena. Compensating for these gaps in sensory experience

possible only with the activation of the activities of the safe organs

feelings, in which an essential role belongs to attention.

The existence of higher types of attention - voluntary and after-

arbitrary - is directly related to the activity in which the form-

spiritual needs, interests, volitional qualities and consciousness

personalities, ultimately determining the level of development and direction

attention span. The inclusion of persons with visual impairments in active

ness contributes to overcoming difficulties in the development of involuntary

and voluntary attention built on its basis.

Expressive movements are formed on the basis of visual

acceptance and imitative activity and depend on how

clearly and meaningfully they are perceived by the child from adults. At

the most profound visual impairments, visual perception is expressed

telny movements of adults in a given situation is difficult or

becomes impossible, as a result of which it completely or partially disappears

creates a need for imitation. In the absence of uniform vision, ty-

the postures and contractions of the facial muscles that are typical for the state of attention are frowning

raising the eyebrows, wrinkling the forehead, fixing the gaze, turning to the object,

to which attention is directed, etc. - completely or partially absent

exist. A blind person in a state of attention is characterized by a mask-like

facial expression and a fixed position of the head and body, which are fixed

lie in a position conducive to the most distinct auditory

perception.

In the absence of vision under certain conditions receives compensation

development of auditory and tactile perception. However, the question of

the predominance of one or another type of attention cannot be solved by one

significant, since their development, both in the blind and in those who see normally, depends

sieves not only and not even so much on the state of the analyzers and the level of sensitivity

validity, how much on the nature of the activity in which it takes

individual participation.

Violations of the activity of the visual analyzer lead to re-

construction in blind and visually impaired relationships of analyzers, formed

the formation of new intra- or inter-analyzer connections, the relative

or complete (with total blindness) dominance of others than those of the vain

sneeze, analyzer systems. The relative predominance of hearing or touch

over vision in some partially sighted (with the lowest sharpness

residual vision) and their absolute dominance in the blind

lead not only to the restructuring of inter-analyzer connections, but also to the formation

new, different in comparison with the norm, the core of the sensory organization. IN

in the process of activity in the blind, tactile-kinesthetic-

auditory nucleus of sensory organization. Similarly, in optical

vestibular installation, the visual component of the movement is replaced

gatel.

In addition to the area of ​​​​visual sensations of partially sighted and visually impaired

where the increase in thresholds and, accordingly, the decrease in sensitivity

sti is quite obvious and is directly dependent on the depth

defect, studies have not yielded unequivocal results.

In some visually impaired individuals, the phenomenon of synesthesia is observed.

zia, in which there is a transition of sensations of one type to another, and

more precisely, when exposed to a stimulus of one modality, the resulting

a sensation evokes in an associative way a sensation in another analysis

torus system.

At present, it has been experimentally proven that the lost sights

tactile functions are replaced for the most part by the activity of tactile

and kinesthetic analyzers. But it must be kept in mind that one

meaningfully address the issue of the leading role of tactile-kinesthetic

viability is possible only in relation to the totally blind. As for the weak

seeing, then their main type of sensations in all activity is the

sight fades.

With profound visual impairments, there are some positive

significant changes in auditory sensitivity, but they do not occur in

as a result of loss of vision, and as a result of more active participation of the auditory

analyzer in follow-up under changed conditions

The hearing of the blind develops generally normally and under the condition of its intensity

active use in activity is sensitized. This allows for

complete or partial impairment of visual functions successfully master

knowledge and put it into practice.

For those who normally see objects and phenomena of the surrounding world,

are perceived visually, and in the blind, skin sensations play an important role.

niya. In this regard, the activity of the distal parts of the body increases sharply,

especially hands, in cognitive and labor activity, which is natural

gives the effect of sensitization - increasing tactile sensitivity.

A change (increase) in tactile sensitivity occurs in the following

puff not evenly on all areas of the skin, but only on those that take

They actively participate in acts of touch. The most pronounced increase

skin sensitivity manifests itself on the palmar surface of the fingers

hands As shown by aesthesiometric studies, the spatial

threshold of distinguishing the first phalanx of the index finger of the right hand

blind almost two times lower (1.2 mm), and the sensitivity, therefore,

higher than normal vision. Such an increase in sensitivity at a given

area of ​​the skin is explained by the special practice of the blind - reading rel-

efno-dot Braille, the leading role in which is played by the pointer

body finger of the right hand.

In addition to an increase in the sharpness of touch, the blind have an increase

strong ability to differentiate thermal (thermal and running)

and pain stimuli. Feelings that arise when exposed to data

stimuli, develop, improve in them in the process of activity

value. Temperature sensitivity is quite widely used -

being blind when orienting in the surrounding space, in everyday life, less often in

cognitive activity.

The cognitive significance of pain sensations for the blind, as well as

for normally seeing, insignificantly. However, in some cases, on

example for violations of skin sensitivity, in the absence of brushes

hands, the blind have to use signaling to distinguish objects

expression of pain receptors.

The inclusion of the blind in various activities activates the

motor analyzer bot, and the absence or serious limitations

decrease in visual functions lead to an increase in the proportion of muscle-

articular sensations in the structure of sensory reflection. Wide learning

the ability of this type of sensitivity in spatial orientation,

the formation of everyday and labor skills, mastery of skills in

cognitive activity with visual impairments naturally gives the effect

sensitization.

However, the sensitivity of the kinesthetic analyzer during congenital

dennoy or early acquired blindness does not reach the normal level. About-

external higher than normal distinguishing porosity

gi muscle-articular sensitivity of the blind are due to the fact that

with blindness, the motor analyzer is little or not exposed to

influences from the visual, contributing to the clarification of signals

from proprioceptors due to their constant comparison with information

information obtained visually. With the loss of functions of the visual anal-

the lyzer receives a compensatory function vibration sensitive

ness, which manifests itself in the sphere of spatial orientation of the following

puff. It is known that the completely blind are able to sense at a distance

the presence of a motionless object that does not emit sounds and other signals

(trees, walls, etc.). These sensations of the blind are devoid of objectivity, not

inform about the quality of items and only approximately and not always

a blind person can use them to judge the size and distance of an object.

A few studies of olfactory and gustatory sensitivity

the quality of the blind show some increase in comparison with

the norm. Just like the other types of sensitive

sti, taste and smell of the blind are sensitized in the course of activity,

especially when orienting in space (smell) and in everyday life (smell

and taste). It has been established that the blind are much better than the sighted, differential

rensiruyut odors, more precisely localize their sources and determine the direction

preventing the spread of odors.

Along with olfactory taste sensations also deliver the following

smoke whole line information about the qualities of items, but their use

limited by the need for direct contact with the object

volume and, in addition, the danger of infection, poisoning, etc.

With total blindness, the role of the vestibular

apparatus for maintaining balance and spatial orientation

in connection with the turning off of visual control over the position of the body in

space.

Changing the functions of the vestibular apparatus leads to an increase in its

sensitivity. In a number of experiments it was shown that with total blindness

those vestibular apparatus develops, other things being equal, better

less than normal vision.

Raise various kinds sensitivity, the ability to subtly

differentiate external influences to a large extent compensatory

cause a lack of vision in the process of spatial and social orientation

tations, activities of the visually impaired in general.

Perception of the blind and visually impaired. Visual impairment

leads to a reduction and reduction (weakening) of visual sensations

vision in partially sighted and visually impaired or their complete loss in

totally blind. Changes in the sphere of sensations, i.e. at the first stage

sensory reflection, must inevitably be reflected in its next

stage - perception.

Normally, most people form a visual type of perception.

yatiya. Moreover, the dominance of vision (which occurs both in phylogeny and

in ontogeny) is so strong that even such serious violations of its

functions that are observed in the visually impaired and partially sighted do not entail

followed by changes in the type of perception. As usual, they have

visual-motor-auditory type of perception. Only at the most

significant reductions in visual acuity (from 0.03–0.02 and below) and total

blindness, when most of the objects and phenomena cannot be adequate

Quatno perceived visually, the dominant position is occupied by skin-

mechanical and motor analyzers underlying tactile

leg perception.

No matter what type of perception a blind person has

visually impaired, it has all the properties known in the general

psychology. The manifestation and development of these properties depend on the

they manifest themselves in the form of perception, as well as on the level of mental development

of the individual as a whole. With blindness and low vision, there is a reduction

evenness of manifestations of some properties of perception. Yes, the voter

perception is limited to a narrowing of the circle of interests, a decrease

activity of reflective activity, less than normal

mine, by the emotional impact of the objects of the external world; apperception

manifests itself weaker than normal, due to insufficient sensory

experience; comprehension and generalization of images is complicated by the insufficiency

sensory experience and a decrease in the completeness and accuracy of the displayed; co-

the zone of constant visual perception; its purpose is violated

flatness.

As studies by Yu.A. Kulagina, nervous cortical fur-

The mechanism of perception of the blind is fundamentally identical to the mechanism of perception

sighted, although with pathology of the organs of vision it becomes difficult or becomes

impossible the formation of temporary nerve connections between the brain

centers of visual and other analyzers.

Visual images of partially sighted and visually impaired, and tactile

the images of the blind cannot be completely identical to the images of the

opinions of those who see normally, however, like the latter, they are, on the whole, adequate

but correctly reflect the world in all its complexity.

The possibilities of touch are most fully revealed only with absolute

fierce blindness, despite the fact that this type of perception plays the most important

important role in the processes of sensory cognition, even in the presence of complete

valuable vision. Insufficient development of the sense of touch, inconsistent with it

real possibilities, is explained by the fact that vision, control

that disrupts various types of human activity, hinders the development

tactile perception, not only in those who see normally, but also in those who are visually impaired

children and partially sighted, which in the highest degree saying unfavorably

etsya on their cognitive and labor activities.

In the presence of residual vision in partially sighted and visually impaired,

the processes of cognitive and labor activity proceed, or rather

should flow, joint work touch and vision. presenter

the role of this or that analyzer system in reflecting the world and control

over activity should be determined by the state of visual

functions, the properties of reflected objects and the nature of the

operations. Only with the interaction of sight and touch, determined by

bathed by objective conditions, it is possible to adequately reflect the action

vitality.

Visual perception with a decrease in visual acuity, impaired

color perception, narrowing of the field of view differs sharply from perception

normally seeing the degree of completeness, accuracy and speed of display,

as well as narrowing and deformation of the visual field (zone of visual

acceptance). Visual impairment affects not only the speed, but also the quality of

in perception, its accuracy and completeness.

One of the conditions for the correct reflection of spatial properties

and relations of the objective world is binocular vision. Among

partially sighted and visually impaired quite often there are persons with absolute

severe blindness in one eye or uncorrectable difference in acuity

vision of the right and left eyes. Violation binocular vision labor

nyaet perception of perspective, worsens the perception of the depth of pro-

wanderings.

The sense of touch is a necessary component of human activity.

and in case of loss of vision compensates for its cognitive and control

driving functions. And although the full compensation of lost functions is impossible

it is possible, because, firstly, skin and muscular-articular sensations from

reflect not all the signs of objects perceived visually, in-

secondly, the tactile field is limited by the area of ​​action of the hands and the perception

takes longer than visual, touch gives the blind the necessary

current knowledge about the surrounding world and regulates it quite accurately

interaction with the environment, and the culture of touch is one of the

other means of compensating for blindness. Considering the role of touch in the activity

of labor, harmful to the sense of touch. These types of work include

brushing, splitting mica, etc., leading to microtrauma, me-

mechanically erasing and roughening the skin of the hands.

Recently, the activities of the blind and visually impaired are increasingly

being introduced technical means compensation for visual defects (tiflo-

appliances). Their purpose is to, as far as possible,

to bring closer the amount of information obtained with a disturbed or absent

vision, to the amount of information that is received normally

Representations of the blind and visually impaired.

Violations of the functions of vision, making it difficult, limiting or completely

excluding the possibility of visual perception, inevitably reflected and

on representations, since what was not in perception cannot be

and in the presentation. First characteristic feature representations of the following

puff and visually impaired is a sharp narrowing of their circle due to full or

partial loss or reduction of visual images.

In addition to reducing the number, introducing the blind and visually impaired

The visual images differ from the sensory images of the memory of the sighted and qualitatively.

The characteristic features of their presentation are fragmented

ness, schematism, low level of generalization (generalization) and

verbalism.

Fragmentation of visual representations of partially sighted and weakly

seeing and tactile in the blind is manifested in the fact that in the image of an object

but many essential details are often missing. As a result, the image

devoid of integrity, and sometimes inadequate to the displayed object.

The fragmentation of the images of the blind and visually impaired is based on

succession, succession of tactile or defective visual

telnogo (especially with a strong narrowing of the field of view and field of view,

nicking due to a decrease in visual acuity) perception. Successive-

ness and fragmentation of perception are largely overcome

through the work of thinking, as well as the development of tactile and

visual inspection of objects.

With the listed singularities of the representations under the narrowing of the sphere

sensory cognition is closely related to the lack of generalization of the image

the call of the memory of the blind and visually impaired. Obviously, the process of generalization,

allocation of significant characteristic properties, details, their relationship

and their abstraction from random depends on

fullness of reflection and sensory sensory experience. Fallout same

a large number often the most significant objects, their details and

signs from the sphere of perception and insufficient sensory experience hinder

vouch for education general ideas, which display the most

the most essential properties and features of the object.

The circle of their ideas no longer depends so much on age, but on

type of higher nervous activity, on how important it was for

they are precisely the visual perception of the environment, etc.

Visual-motor-auditory temporal nerve connections have

great stability. This resilience of traces of former irritation

underlies the persistence of views. Even in the absence of an audience

reinforcers (irritation of the peripheral end of the visual anal-

lysator), which is observed in the blind, the connections that were formed at one time

are stored for a long time and can be reproduced in an associative way.

However, the strength of ideas is relative, and in the absence of

reinforcements, they are gradually destroyed, there is an erasure of traces

former visual stimuli. The fading of visual representations

blind is one of the manifestations of memory processes - forgetting -

and obey its rules.

Although the disintegration of visual representations does not impair the ability to

blind people to navigate in space, to distinguish tactilely the main

spatial characteristics, for their cognitive and labor activity

visual images of memory are of great importance, which

hard to overestimate. On the basis of preserved representations, not only us-

knowledge is assimilated on foot, skills and abilities are formed, but also

the sphere of sensory knowledge is expanding.

Memory of the blind and visually impaired.

With visual impairments, there are slow

compared with the norm of the formation of temporary connections and the development of differential

regressions, which is expressed in the need for a large number of sub-

fasteners. This suggests that visual defects

analyzer, violating the ratio of the main nervous processes (excitation

deceleration and inhibition), negatively affect the speed of memorization.

Experiments that investigated the features of the memory of the blind

and visually impaired, showed a reduced productivity of memorizing ma-

material. Among the features of the process of memorizing the blind and visually impaired

for schoolchildren, in addition to a decrease in volume and speed, one can note

insufficient comprehension of the memorized material. Disadvantages lo-

logical memory are associated with defects in perception and are due to some

many shortcomings of thinking (the gap between the concept and its specific

visually impaired in mental operations of analysis and synthesis, comparison,

classification, etc.). Blind and visually impaired schoolchildren are weaker than

normal, the action of the "law of the edge" is manifested, according to which it is better

remember the beginning and end of the material. They are the most productive

there is a memorization of the beginning of the material, which is probably due to

increased fatigue of children with visual impairments.

The psychological explanation for the slow development of the process of

Mining in the blind and visually impaired researchers find in the lack of

visual and effective experience, increased fatigue, as well as inconsistent

improvement of teaching methods for children with visual impairments. Inadequate

volume, reduced speed and other disadvantages of memorizing the blind and

visually impaired children are of a secondary nature, i.e. are not caused by

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

The flow of memory processes is associated with limited possibilities

by the blind and visually impaired to re-perceive the acquired material

al. The rapid forgetting of learned material is explained not only by the lack

a precise amount or lack of repetitions, but also insufficient

the significance of objects and concepts denoting them, about which the blind can

can get only verbal knowledge.

It has been established that the preservation of representations depends on visual acuity.

niya. However, it is not difficult to assume that the shortcomings of the conservation process,

arising as a result of violations in the field of sensory reflection,

can be largely eliminated with differentiated,

taking into account the state of the visual analyzer, visual and effective

education for the blind and visually impaired.

Forming differentiated, fragmentary images and

difficulties experienced in identifying the most significant aspects

and properties of objects and phenomena of the surrounding world, are manifested later

action in recognizing objects. Object recognition in visual impairments

is carried out slowly and less fully than in the norm, and

The degree of recognition depends on visual acuity. Yes, at

visually impaired compared with partially sighted, it increases by about

1.5 times.

Characteristic for the blind and visually impaired is also non-specific

physical recognition. If difficulties in establishing the identity of

memory times for objects of perception are associated with the characteristics of the tactile

or defective visual perception, then the nonspecificity of recognition,

which means the recognition of objects as previously perceived

on minor, unimportant, non-specific features

signs, is explained by the difficulties experienced in isolating the essential

natural, specific features.

Thinking of the blind and visually impaired.

The functions of thinking in blindness do not have any fundamental

differences from its functions in normally seeing people. However, drop or

severe impairment of visual function complicates the process of perception, in

in particular, the formation of a holistic image, its differentiation and

the possibility of highlighting essential features and broad generalizations.

In this regard, the thinking of the blind has to do additional

work compared to the norm, overcoming the relative succession

the intensity of tactile images of the blind, their fragmentation, schematism,

filling in the numerous gaps in sensory knowledge.

Profound impairment of visual functions, entailing difficulties

in the sphere of perception, also complicate the operations of analysis and synthesis of reflection

cherished and being the object of knowledge of various aspects of reality

ness. This is due, on the one hand, to insufficiently complete reflection

properties and features of objects, and on the other hand, relative successive

tactile and impaired visual perception, obstructing

forming a holistic image, as a result of which they suffer

comparison and differentiation. The same reasons underlie the difficult

stations experienced by the blind when isolating the most essential,

characteristic properties and connections of objects of knowledge.

One of the most important mental operations is the comparison

nie, i.e. establishing the degree of identity or difference when comparing

two or more objects. Although comparison is a relative

relatively elementary form of knowledge, its important role determined

by the fact that, along with analysis or synthesis, it is included in almost all

mental operations.

In a comparison operation based on analysis-synthesis, in the presence of

serious visual defects, there are also certain difficulties

knowledge, especially at the level of sensory cognition. impossibility or

the difficulty of obtaining a number of sensory data with full or partial

loss of vision prevents subtle discrimination and differentiation of objects

projects, and hence their comparison. Of course, insufficient depth

comparisons at the sensory level cannot but affect the scientific

theoretical thinking, since when comparing concepts, it is necessary

reliance on their specific content, and the more complex the mental

task, the more often one has to rely on specific, sensual

data. Insufficiently subtle analysis, suffering from narrowing the scope

sensory cognition, often leads to the establishment of identity or

differences in insignificant or too general, generalized

features, as a result of which the comparison does not contribute to the isolation of ha-

cancer features and significant relationships.

Classification and systematization are based on the comparison operation,

those. association of objects according to similar characteristics, their mental grouping

rovka. It was found that the discharge often observed in the blind is not

significant or overly general features prevents the correct

classification and systematization.

Thus, complete or partial loss of vision, narrowing the sensory

sphere, impeding and impoverishing sensory cognition, negatively affects

development of analytical-synthetic activity and thinking of the blind.

However, these shortcomings do not make the thinking of the blind irreversibly irreversible.

full-fledged, since in the process of training and education, to a large extent

least the main reason for the slow development of thinking is eliminated -

gaps in the sphere of sensual, concrete knowledge.

The narrowing of the sphere of sensory knowledge that occurs with blindness,

is reflected in the field of thinking, first of all, on the formation

concepts and subsequent operation with them. most characteristic

a feature of the thinking of the blind is divergence, i.e. discrepancy

two intertwined and mutually conditioning sides of reflection

reality - sensual and logical.

The absence of a concrete, sensual content of concepts leads to

only to formalism, but also to the distortion of their content.

The reduction of sensory experience in the blind leads to difficulties

when “comparing thoughts and things”, to the predominant operation of the concept

ties, but this does not mean at all that their thinking becomes logical.

There is every reason to assert that the formation of species and types

thinking with visual defects goes through the same stages as in the norm,

and logical (theoretical) thinking can develop only on the basis of

new highly developed visual-effective and visual-figurative muscle

So, the mental activity of the blind obeys in its development

to the same patterns as the thinking of normal seers. And although

the reduction of sensory experience introduces a certain specificity into this

mental process, slowing down intellectual development and changing

maintenance of thinking, it cannot fundamentally change its essential

sti. The deviations in the development of thinking from the norm noted above can

be largely overcome as a result of training aimed at

lent to the formation of full-fledged knowledge, in which sensual and

conceptual are presented in unity.

Spatial orientation of the blind.

The real reason for the difficulties experienced by the blind in the original

orientation activity, lies in the fact that with blindness, in-

firstly, the field narrows and the accuracy and differentiation of

perception of space and, accordingly, spatial representations

ny, and secondly, the ability to perceive

world in the distance. These reasons make it difficult to develop skills

spatial orientation, make it impossible in some cases

automation. Loss or dysfunction of vision playing in

spatial orientation normally seeing the leading role, you

moves other analyzers to the fore in the blind.

The space in which the blind have to navigate is usually

but differs in length, occupancy, etc., which determines

the leading role of one or another analyzer. In addition to external organs

feelings, when orienting the blind, other types of

sensitivity: vibration, temperature, static.

Mutually complementing each other, uniting in the process of perception in

complex complexes, auditory, skin, muscular-articular, olfactory

nye, vibrational, static, and in partially sighted and visual

forgiveness informs the blind in sufficient detail about the surrounding forgiveness.

space, thanks to which, with a certain skill, they find themselves in

standing successfully solve the problems of choosing, maintaining direction and discovering

aiming.

Speech activity of the blind and visually impaired.

Having established that the speech of the blind, as well as the speech of the sighted, in principle

adequately reflects reality, it can be argued that the

speech functions for all members of society, regardless of the state

their analyzer systems, and in particular the visual analyzer.

In addition to the main ones - communicative (communication), significative

(notation), generalization, abstraction and motivation - functions, in

tiflopsychology stands out the compensatory function of speech. Selection

this function does not mean the emergence of any fundamental

features in its content, structure and character, but only indicates

to a new one that appears in connection with the narrowing of the sphere of sensory cognition

and aimed at eliminating its consequences in mental development

ti personality aspect of speech activity.

Based on verbal explanations supported by available

the blind with sensory data, and for the blind, in addition, they retained

using visual images, persons with visual impairments get an idea

leniye about many, inaccessible to their perception, objects and phenomena

reality.

The compensatory function of speech clearly appears in all forms

mental activity of the blind: in the process of perception, when the word is

corrects and refines it, in the formation of ideas and images in

images, in the course of mastering concepts, etc. Only through the speech of the blind

can maintain contact with people around them, navigate in

society, to remain its full members, actively participating

in socially beneficial activities.

Since speech activity with visual defects is fundamentally

is not violated, mastery of speech and its functions, as well as the structure during

blindness occurs in general terms in the same way as in normal seeing,

however, impairments or lack of vision impose on this process

a certain imprint, introduce specificity, manifested in the dynamics

development and accumulation of language means and expressive movements,

the originality of the relationship between the word and the image, the content of the vocabulary, some

lagging behind in the formation of speech skills and language flair.

Mastering the phonetic side of speech, from which the us-

warring of the native language, i.e. the formation of phonemic hearing and mechanical

nism of sound pronunciation (articulation), is performed on the basis of sub-

zhaniya. And if the development of phonemic hearing and the formation of speech

mental representations, based on auditory perception, proceeds in

blind and sighted is identical, then the formation of motor speech images

(articulation of speech sounds), based not only on auditory, but also on ki-

non-aesthetic and visual perception, suffers significantly. It is

a consequence of a complete or partial violation of the ability to visually

express the articulatory movements of those entering into speech contact with the following

like a child of the people around him. Modern research under-

repeated the presence of violations of the interaction in the functioning of the analy-

mash systems involved in the formation of the phonetic side

speech - auditory, kinesthetic and visual, resulting in pro-

During the development of speech in the blind, deviations from the norm are observed. Os-

The main speech defect in blindness is tongue-tied tongue, which is widespread

strange in blind children of preschool and younger school age.

In addition, and this is most important, speech defects inhibit psycho-

mental development of blind children, and to a much greater extent than

seeing normally. This is due to the fact that the development of speech, capable of

normal level development largely offset the last

effects of blindness, in this case it is delayed and speech does not fulfill its

compensatory function. Negative Pronunciation Disadvantages

affect speech activity, limit the already narrowed circle

communication of children with visual impairments, which inhibits the formation of a number of

personality traits or leads to the appearance of negative properties (closed-

sti, autism, negativism, etc.).

Development vocabulary can be considered in two aspects:

quantitatively - as an increase in the number of words used and understood,

and qualitatively - as the semantic development of the dictionary, as the ratio of words and

objects they designate, as a process of more and more

summarizing the meaning of words. Unlimited opportunities for blind children

verbal communication (direct communication with adults, reading books,

listening to the radio, etc.) contribute to the accumulation of vocabulary, which

ry already in middle school age can not only reach the level

norms, but also, according to some researchers, surpass it.

Although the blind usually use words correctly in

this or that context, knowledge of them, when carefully checked, often turns out to be

are verbal, not based on specific ideas, but

the meaning of words is either unduly narrowed - the word remains, as it were, attached

related to a single feature, object or specific situation, or

is excessively distracted from its specific content, losing its

meaning.

Reduction or inability to visually perceive and

directly imitate the external expressive movements of the environment

those who have a negative effect both on the understanding of the situational, accompanying

led by facial expressions and pantomimes of the oral speech of communication partners,

and on the outward appearance of the speech of the blind themselves. On the one hand, blind

does not perceive a lot of facial movements and gestures, giving one

and the same utterances the most diverse shades and meanings, on the other

side, without using these means in his speech, a blind person

significantly impoverishes his speech, it becomes inexpressive.

Most closely related to the time and degree of vision loss are

language means of communication - facial expressions and pantomime. With congenital and

but acquired blindness suffers both instinctive and vital

but emerging social expressive movements. Latest

physical movements (for example, accompanying laughter and crying) are

weakly expressed. In the blind, there is a decrease in the external manifestation

emotions and situational expressive movements, which affects

intonation design of speech - in its poverty and monotony. However

developing in the blind the ability to speech imitation helps

attempts to overcome this shortcoming.

Children with visual acuity problems have developmental disabilities and require a different approach to learning than those who see well. First of all, this is manifested by the compensatory development of other sense organs that allow you to cognize the world - touch, hearing. Depending on the degree of visual impairment, the methods of conveying knowledge to them will differ.

Types of visual impairment

Visual impairment in a child can be functional or organic. The former are characterized by transient changes that can be corrected or can pass on their own (for example, strabismus, myopia, hyperopia, astigmatism, etc.). Organic lesions are based on morphological changes in the structure of the eye or other parts of the visual analyzer (optic nerves, pathways, etc.).

Often with organic visual impairment, concomitant lesions are detected. nervous system or congenital malformations - cerebral palsy, hearing impairment, mental retardation, etc.

According to the reason that caused visual impairment, they are classified into:

• Congenital - if the damaging factor acted during the period of intrauterine development of the fetus (more often infections and metabolic disorders);
• Hereditary - when an eye disease is passed down from generation to generation (for example, color blindness, cataracts, glaucoma, etc.);
• Acquired - if the cause acted after the birth of the child (infections, injuries, etc.).

According to the degree of visual acuity reduction, children are divided into visually impaired, with residual vision or totally blind.

Thanks to vision, a person receives up to 90% of information about the world around him. Therefore, when this sense organ falls out, information to the child mainly comes through hearing and touch. A feature of visually impaired children is that they form somewhat different ideas about the world around them than sighted children, since other sensory images are formed. In the upbringing of such children, regular attention to all kinds of audible sounds plays an important role.

Reduced visual acuity, in addition to limiting the knowledge of the world around the child, somewhat slows down the development of speech, attention and memory. Blind children may misunderstand words because they are weakly related to the real objects that these words stand for.

Physical activity plays an important role in the development of visually impaired children. When educating, it is especially important to devote more time to outdoor games and entertainment, as they develop coordination and the ability to correctly navigate in space, muscle sense, teach important skills, or even stimulate vision. It is important to take into account the recommendations of an ophthalmologist and a specific diagnosis when forming options for motor activity in young children. This is necessary in order to prevent negative consequences with improperly selected loads.

Another feature of visually impaired children is that when teaching specific skills and actions, they need to be repeated “hand in hand” many times. Moreover, this must be repeated until the action is brought to automatism.

Picking up toys for small children with poor eyesight should be large, bright, with a textured surface (stimulates the development of touch and residual vision), they are especially interested in musical toys and those that make certain sounds.

In the family, a visually impaired child should be involved in the process of implementing intra-family responsibilities and fulfill them as far as possible. It is not necessary to limit his contacts with normally-seeing children.

Psychophysical characteristics of children with visual impairment

In the development of a blind preschooler, 3 general patterns can be distinguished:

• Such a child is somewhat behind in physical and mental development in comparison with a sighted peer, since his activity in relation to the development of the world around him is lower;
• The periods of development of a blind child do not coincide with those of a sighted child. This happens until the other senses develop mechanisms to compensate for the lack of normal vision;
• The development of a blind child is characterized by disproportionality - some aspects of the personality develop faster (speech, thinking), while others develop more slowly (mastery of space, movement).

An important characteristic of visually impaired children is that due to insufficient development of motor coordination, blind preschoolers are clumsy and not confident enough. So, with congenital blindness, the lag in the formation of walking skills can be 2-3 years. The impulsivity of preschoolers is at the same level as that of sighted children, but due to the lack of sufficient coordination, impulsivity manifests itself sharper and brighter.

Prevention of visual impairment in children

To maintain good vision for a long time, it is necessary to prevent its violations in children. This should be done from the first months of a baby's life. So, the first visit to the ophthalmologist healthy child must commit with mom at the age of 1 month. The doctor will diagnose possible congenital problems with the organ of vision and give recommendations on the prevention of visual impairment in children. At the age of 2-3 years, you can already check visual acuity using special tables. Early diagnosis will help to avoid many problems with studying at school in the future.

Ordinary food, even if the principles of proper and varied nutrition are observed, is not enough for eye health. Just as ordinary multivitamin complexes are not enough - they contain vitamins A, B2, C, but there are no other vital elements for the structures of the eye, in particular, lycopene, lutein, zeaxanthin. Therefore, in addition to the daily diet, special multivitamin complexes have been created, for example, the LUTEIN-COMPLEX® Children's dietary supplement specially developed for eye health, which includes substances necessary for the normal functioning of the child's organs of vision: lutein, zeaxanthin, lycopene, blueberry extract, taurine, vitamins A, C, E and zinc. A set of biologically active components, carefully selected taking into account the needs of the organs of vision, provides antioxidant protection to children's eyes and reduces the risk of developing eye diseases in children, which is especially important at the age of 7 years and older, when the first serious visual loads begin in primary school. The complex is available in the form of pleasant-tasting chewable tablets.

Education of children with visual impairments should take into account the recommendations of the ophthalmologist. Completely blind children can attend specialized kindergartens and study at boarding schools for the blind and visually impaired. Possibility of secondary education homeschooling. With residual vision, education of children with disabilities can be carried out using special equipment and manuals.

If a child can read, he must follow the rules of reading hygiene - do not read lying down, take breaks for about 3-5 minutes, performing special exercises for the eyes. Doctors also recommend limiting TV viewing and computer time for games.

dietary supplement. Is not a cure

Video from YouTube on the topic of the article:

The International Classification of Visual Impairment is based on the evaluation of two visual sensory functions: visual acuity and visual field. A visual impairment is a visual acuity of less than 0.3 in the best corrected eye and/or a field of view of less than 15 arc. deg.

1. Varieties of visual impairment, their causes and consequences

Blindness can be both congenital and acquired after eye diseases (glaucoma, damage to the optic nerve, etc.). According to the nature of the course of the disease, the visual analyzer is divided into progressive and non-progressive. Progressive diseases include nearsightedness and farsightedness, while non-progressive diseases include astigmatism and cataracts. When various violations adaptive system includes the reserve forces of the body. So, depending on the nature of the activity, one analyzer can be replaced by another in the blind or the joint activity of other analyzers in the visually impaired. So, compensatory mechanisms come into play. The most common oculomotor disorders are strabismus and nystagmus. Strabismus often occurs as a consequence of trauma, intoxication, hemorrhage. In children, strabismus appears in the second year of life or becomes noticeable after a serious illness or fright. Strabismus affects the cognitive activity of the child and needs to be treated.

Nystagmus, as a rule, develops during fetal development and also needs to be corrected. With insufficient lighting, eye spasm can develop - accommodation, leading to impaired vision. Nearsightedness - in this disease, the image is in front of the retina. Myopia changes the behavior and even the character of children: they become absent-minded, hunch over when reading, complain of frequent headaches. Glasses with biconcave lenses are used to correct myopia. For treatment, vitamin preparations are recommended, in especially severe cases, the intervention of a surgeon is necessary (if vision falls by more than 1 diopter per year and the child is at risk of losing vision). Farsightedness - the near point of clear vision is always separated from the retina at a greater distance than in persons with normal vision. Developed special glasses that eliminate farsightedness. With any visual impairment, children use their auditory, tactile and motor abilities.

2.Features cognitive development children with visual impairment

The visual perception of objects and their images, the perception of plot pictures in visually impaired children is carried out according to general patterns, i.e. in the same way as those of normal vision. There is a visual-motor-auditory type of perception. Violation of visual functions does not have a significant effect on the type of perception in visually impaired children, does not lead to its change, since the dominance of vision in phylo- and ontogenesis is very firmly fixed. Visual perception has all the properties known in the norm:

objectivity,

The selectivity

sensibility,

generalization,

apperception and constancy,

· the same essence of the process of appearance of images, the identity of the nervous mechanisms of perception is noted.

The perception of an untrained child is involuntary, does not have a purposeful character, and therefore is inaccurate, vague, fragmentary and not always correct. One of the reasons for the fusion and inseparability (syncretism) of visual perception is the unpreparedness of the child for analytical and synthetic activity. The visual perception of a child with attention deficits is activated by the brightness, mobility of an object, an object against a stationary background. Developing in accordance with the most general laws, visual perception in visually impaired children, in comparison with normally seeing children, is distinguished by some originality, which is a consequence of its formation in conditions of impaired vision. This originality is manifested in reduced activity of perception, incompleteness and inaccuracy of reflection, limited selectivity of perception, weak apperception, difficulties in comprehending and generalizing what is perceived. Children with visual impairments in the perception of drawings, especially plot pictures, experience great difficulties compared to those who see normally. Due to sensory and general mental deficiency in visually impaired and partially sighted children, the maturation of brain structures and mental formations is slowed down. Therefore, their individual activities and experience may be significantly limited. For the development and correction of deficiencies in visual perception, they require specially organized training.

3. Features of the development of personality and emotional-volitional sphere of children with visual impairments

The blind and visually impaired have the same "nomenclature" of emotions and feelings as the sighted, and show the same emotions and feelings, although the degree and level of their development may be different from those of the sighted. A special place in the occurrence of severe emotional states is occupied by the understanding of one's difference from normally seeing peers, which occurs at the age of 4-5 years, who also understood the experience of their defect in adolescence, awareness of the limitations in choosing a profession, a partner for family life in adolescence. Persons who have recently lost their sight are also characterized by low self-esteem, a low level of claims, and pronounced depressive components of behavior.

Visually impaired children show greater emotionality and anxiety compared to totally blind children. In the development of emotions and feelings in visually impaired children, the social environment and adequate conditions play an important role: a blind child is more dependent on society and the organization of correctional and pedagogical conditions for his life. For the blind, there is also a fear of an unknown, unexplored space filled with objects with their properties dangerous for a child. However, this fear appears in children only with the inept guidance of parents who have made many unsuccessful attempts to satisfy the child's need for movement and space exploration. This also applies to familiarity with living objects. Blind people show greater accuracy in recognizing the speaker's emotional states. Assessing emotional states, they single out and adequately evaluate such personality traits of the speaker as activity, dominance, and anxiety. A.A. Krogius also noted the exceptional ability of the blind to understand emotional states, to catch the most “subtle changes in the voice of the interlocutor.” The attitude of persons with visual impairment in relation to themselves has its own characteristics. First of all, this is due to the assessment of their appearance. At the same time, the self-assessment of this particular factor by the blind depends on the criterion they use: either their own self-image, built on the basis of an assessment of their position, is taken as a starting point, or they are oriented towards external assessments coming from the sighted.

The formation of aesthetic feelings in the blind and visually impaired is largely hampered by impairments or loss of vision, since this excludes from the sphere of perception a whole gamut of feelings that arise during the visual perception of beauty. However, the perception of the world on the basis of intact analyzers allows the blind and visually impaired to experience aesthetic feelings, enjoy nature, poetry, music, architecture. The formation of aesthetic feelings is associated with education. The ability to enjoy aesthetically develops primarily not in the sphere of contemplation, but in the sphere of activity.

4. Features of the activity and communication of blind and visually impaired children

Children with severe visual impairments are characterized by delayed formation various forms activities. Children need specially directed training in the elements of activity and, mainly, its executive part, since the motor sphere of blind and visually impaired children is most closely related to the defect and its influence on motor acts is the greatest. In this regard, the active and developing role of the leading activity is stretched over time. For example, in the preschool age, among the blind, the interchangeable forms of leading activity are subject and play, and in the primary school age, play and teaching. At the age of up to three years, there is a significant lag in the mental development of children with visual impairments due to emerging secondary disorders, manifested in inaccurate ideas about the world around them, in the underdevelopment of objective activity, in slow-developing practical communication, in orientation and mobility defects in space, in general motor development. A. M. Vitkovskaya also notes the slow pace of the formation of objective actions, the difficulty of transferring them into independent activity. At preschool age, speech is actively included in the formation of objective activity, providing its motivation and understanding of the functional purpose of objects.

The most difficult component remains the performing function, which is based on the manual abilities of the blind, while they are characterized by the imperfection of objective actions. There is a significant discrepancy between the understanding of the functional purpose of an object and the ability to perform a specific action with an object.

The mastery of objective action at this age is largely based on the joint action of a blind child and an adult, in which the element of adult assistance is the leading one. However, in independent behavior, many blind children have actions with objects that N.A. Bernstein characterizes it as a stage of the spatial field with very primitive and monotonous movements. The lack of visual imitation is compensated by the assimilation and repetition of passive movements, i.e. motor imitation. Self-learning of object actions at early and preschool age, as a rule, is associated with the use of a toy, it already contains a model of motor activity, playing with it requires mastering its functions. Difficulties in mastering objective actions lead to the fact that many children, even older ones, preschool age in spontaneous behavior remain at the level of subject-practical activity. In the psychological theory of activity, the principle of objectivity is singled out: an object is an object on which the action of the subject is directed. The difficulties of the blind in mastering objective actions affect the formation of all types of activity, including play.

For blind and visually impaired children of preschool and primary school age, as well as for sighted children, the most active independent activity is play. Covering the sensitive periods of life of children with developmental anomalies, the game increases their habilitation capabilities, contributes to the correction and compensation of defects associated with blindness. As a zone of proximal development of a child, the game of typhlopsychology is considered as a means of comprehensive development, a way of understanding the world around. However, a profound violation or limitation of the function of the visual analyzer creates difficulties in mastering all the structural components of play activity: children have a poor game plot, game content, schematism of play and practical actions. The play activity of children with visual impairment is considered in typhlopsychological studies in different aspects: its positive developmental role is associated with the emergence of compensatory processes, with the formation of moral qualities, with the formation of object and play actions, with the development of visual perception, physical development and development of orientation in space, with correction and development of means of communication. The game shows different types social behavior children.

Communication and social relations for the blind, especially for children of preschool age, is a problem that is rather difficult to solve, despite the fact that the process of building social ties and communication with the outside world and people in a blind person begins quite early. Until the third year of life, communication occurs mainly not with a group, but with one person. If children play with peers, then their interaction can be described as a game or activity “nearby”, attempts to act together most often cause conflicts. At this age, there are practically no differences in the communication of the blind and the sighted: for both, it is based on individual communication, and its effectiveness depends on the ability of an adult to cause the child to be active in verbal or objective communication. Difficulties in organizing joint activities and objective communication of children with visual impairments remain at primary school age. The need for communication arises at this age in connection with the conditions for the implementation of joint activities that require coordinated actions of its participants, which is especially difficult for children with visual impairments. There is also a need for objective monitoring of the performance of each of the participants.

An analysis of the constructive activity of blind preschoolers shows that the most effective way to implement it is to master the design rule in the process of examining a sample and creating its mental model. The process of comparing the perceived with images of representations is the most effective and productive. However, only older blind preschoolers master this method of solving constructive problems. It is an important condition for the correct completion of the task, and even children of primary preschool age begin to use it, but its effectiveness at this time is still very small. Blind children of all ages lag behind their sighted peers in terms of the performance of such tasks, but by the end of preschool age they begin to cope with tasks, and precisely in the way of mental image manipulation, working mentally and according to the rules.

Conclusion

Vision plays a key role in early development children. A severe visual impairment, congenital or early onset, can dramatically affect general development child.

It is known that under the influence of education, natural inclinations develop and improve, undergo significant changes. This also applies to children with hearing impairments. With such children, work is constantly being done to form oral and writing, the development of the remnants of hearing.

Bibliography

1. Glukhov V. P. Correctional pedagogy with the basics of special psychology: - Sekachev V. Yu.; 2011, 256 pages

2. Glukhov V.P. Fundamentals of correctional pedagogy and special psychology. Workshop: - V. Sekachev; 2011, 296 pages

3. Kuznetsova L. Fundamentals of special psychology: - Academy; 2010, 480 pages

4. Kulemina Yu. V. Fundamentals of special pedagogy and psychology. Short Course: - Okay-book; 2009, 128 pages

5. Trofimova N. M., Duvanova S. P., Trofimova N. B., Pushkina T. F. Fundamentals of special pedagogy and psychology: - Peter; 2011, 256 pages

21-01-2012, 16:55

Description

In the formation of the psyche of children with visual impairments, it is necessary to proceed from the capabilities and needs of children, taking into account their characteristics associated with visual impairments.

The article is based on the experience of a psychologist of preschool educational institution No. 36 of a compensating type for children with visual impairments in the Primorsky district of St. Petersburg, data from a 10-year study of school readiness of children with visual impairments are given.

Developed in DOW visual defect correction and compensation systems medical-psychological-pedagogical means show the ability of children with visual impairment to achieve high level mental development, overcoming the negative impact of a visual defect both on the formation of the sensory, intellectual and emotional spheres of the personality.

I started working as a psychologist kindergarten for visually impaired children about twelve years ago. Before that, I had experience working in a regular school, and I also worked for some time with preschoolers in a regular kindergarten.

The features of my wards, which distinguish them from their peers with normal vision, appeared already at the first meeting.

First what you pay attention to - not very well coordinated, not purposeful enough, uncertain movements. There are very mobile children, there are lethargic and low-initiative ones, there are those with normal activity - but there are almost no children with good coordination and a sufficient range of movements.

Let's get acquainted further- eye contact, communication with gestures - limited, or almost absent. Speech contact is better organized, but in children of three to four years, in most cases, there is a delay speech development. In older children, there are often signs of speech disinhibition and verbalism (a child can talk a lot about abstract things, and not be able to answer a specific question about the world around him, make a simple story from a picture).

In tests for dynamic praxis and reciprocal coordination, most children experience significant difficulties. Finger tests are performed better.

Examination procedure can take one and a half to two times more time due to the fact that a visually impaired child needs to be given more time to complete the task due to the difficulties of perception and slow processing of information, as well as difficulties in organizing their activities by the child, inaccurate movements, etc. .d. They are characterized by greater uncertainty about the correctness and quality of work, which is expressed in more frequent requests for help in assessing activities from an adult, translating the assessment into a verbal communicative plan.

Many children need extra stimulation to keep their attention, encouragement to complete a task due to the child's insecurity, stiffness and indecision.

visually impaired children differ greatly from each other in the state of vision, performance, fatigue and the speed of assimilation of the material. To a large extent, this is due to the nature of visual impairment, the origin of the defect and the personal characteristics of children.

Children in the same age group, having approximately the same visual diagnoses, can differ greatly in terms of the level of intelligence development and neuropsychiatric status. A complicated neurological history is more common than intellectual disabilities, children with developmental delays usually make up 15-20 percent of the total number of pupils. By the age of five or six, about 20-25 percent of children have a high level intellectual development, and quite often children with very low visual acuity fall into this group.

Violations in the emotional-volitional and communicative spheres, as well as behavioral disorders occur in about half of the pupils. As a rule, children with visual impairments are characterized by increased emotional vulnerability, resentment, conflict, tension, inability to understand the emotional state of a communication partner and adequate self-expression.

The games of such children are less developed than the games of ordinary children; they require the organizing help of an adult to a greater extent, at first throughout the entire duration of the game. The rules of the game have to be repeated many times anew, and although the actions of children are usually stereotyped, the fragmentation of perception prevents them from holding a coherent image of the game plot. Difficulties in assimilation of objective actions lead to the fact that many children, even of older preschool age, remain at the level of object-practical activity in spontaneous behavior.

visual impairment are also associated with difficulties in motor development: the lack of stereoscopic perception, the monocular nature of vision in children with amblyopia and strabismus reduces the motor activity of children. Having less mobility and little communication experience, they are poorly oriented in the elements of expressive body movements and poorly use large motor skills to express their feelings, desires, thereby they do not create for themselves a system of motor images that reflect their attitude to objects and subjects of communication, they do not have clear images expression of their feelings in pantomime. As a result, there is a misunderstanding of the language of pantomime in others and the difficulties of their own communications.

In addition, for children with visual impairment, especially when communicating at a distance, inaccurate perception of gestures is characteristic due to a decrease in the acuity of central vision and impaired binocularity. They use gestures less often and only, as a rule, to clarify verbal information, which is associated with the unformed means of non-verbal communication. Attention is also drawn to the fact that it is very difficult for such children to hear another child, their speech is usually monologue, and they are very little interested in what their partners in the game say. On the one hand, this may be due to a lack of perception, on the other hand, it may be the influence of nurturing upbringing in the family.

Behavior of children with visual impairments in most cases there is a lack of flexibility and spontaneity, non-verbal forms of communication are absent or poorly developed. They are characterized by stereotypes, the inert attachment of a word to the image of one specific object or phenomenon inhibits the activity of the imagination, prevents the use of words and concepts in non-standard situations, to combine and create new images.

As a result, the content of stories invented by children has little of its own plots. Mostly they contain paintings and excerpts from famous fairy tales and stories. But they also suffer from stereotyping, low variability, lack of integrity; the emotionality, originality and completeness of the narratives are weakly manifested.

Studying creativity of children with visual impairment shows the impact of visual impairment on the rate of development of creative creative play and requires a special correction, a training stage aimed at firmly mastering the ways of playing action, expressing their emotions, which in the future allows children to show and develop their creative potential.

Of course, the general somatic weakness of children attending a correctional preschool institution also matters. All large quantity children upon admission to kindergarten, in addition to eye diseases, have concomitant disorders of the central nervous system, musculoskeletal system, and other organs. If we add to this circumstance the fact that a child with visual impairment has to work much harder to receive and process the ever-increasing flow of information that surrounds him today from all sides, it becomes clear that such loads cannot but affect the fragile psyche of the baby . As a result, the insufficient formation of arbitrary mental processes and the emergence of a passive position in relation to the environment, causing him negative emotions, slows down and complicates the process of self-regulation formation.

In order to find out the degree and level of possibility to self-regulation, it is necessary first of all to find out the child’s knowledge of himself, the representation of his external image, knowledge of the capabilities of his sense organs, which are formed on the basis of his own tests, checks of his physical qualities, motor abilities and understanding of what he likes or dislikes, what he can or cannot perform.

L.I. Plaksina (Plaksina L.I. Theoretical foundations of correctional work in kindergartens for children with visual impairment. - M .: City, 1998) conducted a number of studies characterizing the ideas about appearance themselves and loved ones in children with amblyopia and strabismus of older preschool age (6-7 years).

Ideas about appearance are formed in these children on the basis of visual perception.

Specificity compared to the norm in most cases quantitative; but normal seers had more and fuller verbal descriptions, although they also did not use the specific designations of color and shape.

This study did not reveal any reflection of self as being different from other children. On the contrary, the children emphasized their similarity, their identity with other children.

Analysis of children's answers about the functional significance of various sense organs showed that the most conscious are those functions, the use of which presents difficulties for children.

So, when characterizing vision, 83.3% of children with visual impairment identified its importance for orientation in space, 63.3% - in the perception of a person, while for those who see normally, the most significant function of vision is the perception of surrounding objects and people (86.6% and 63.3%) and less often indicated its role in orientation in space.

The data on the assessment of touch and hand function are interesting. In practice, children with amblyopia and strabismus did not talk about touch as a means of understanding the environment, but singled out the function of the hand as support during a fall, i.e. help to vision, which again characterizes the difficulties of movement and orientation in space, while normally seeing people singled out the tactile function of the hand in communication, in the knowledge of surrounding objects.

This indicates that, despite the shortcomings of visual perception, children with amblyopia and strabismus rely mainly on it, weakly using touch, hearing, taste, smell, etc.

Although no pronounced negative emotional attitudes towards their defect were recorded, the study also showed possible ways to mitigate difficulties and overcome them when conducting corrective work aimed at developing in children the ability to analyze their perceptions and use all safe analyzers when getting acquainted with objects of the outside world. This will help prevent the emergence of crisis situations associated with the awareness and experience of one's defect.

Content analysis children's statements about themselves shows one-sidedness, incompleteness of the "I" in children with visual impairments in comparison with their normally seeing peers. They reveal only a part of the ten proposed characteristics, the responses are dominated by situational and personal statements based not on an analysis of their activities, behavior and relationships, but on the statements of adults.

They are characterized by very depleted global representations of their appearance, which reflect mainly not individual, but generic features of a person. They draw attention to and highlight those sensory systems on which the difficulties in performing various forms of activity are based.

Describing the content side of the image of "I", the authors note its incompleteness and one-sidedness.

School readiness

By the age of 7, the child has difficulties in perception due to a change in the leading activity from play to learning: he “begins to withdraw and becomes uncontrollable” (L.F. Obukhova. Child psychology: theory, facts, problems. - M .: Trivola, 1995 .-S. 255).

School readiness diagnostics(author - Agafonova I.N.) was held in preparatory groups annually in April-May. The results of the survey show that children attending a special kindergarten are generally well prepared for school, from 40 to 60 percent of children have high scores in this test.

The methodology includes the following tests:

1. "Find the rule." Reveals the ability to find patterns.
2. "Settling at home." Reveals the level of development of logical combinatorial thinking.
3. "Schematic recording of words from dictation." Reveals the level of development of phonemic hearing.
4. "Meaningless syllables." Determines the formation of fine motor skills of the hand.
5. “Attention Orientation. Quantity» Reveals the level of development of attention, the ability to orientate in space, the formation of the idea of ​​quantity.
6. “Invitation to visit - determines the level of formation of visual - schematic thinking, the ability to use the rule.

The survey showed that our children are best at tasks on logical thinking And phonemic awareness they are also good at writing nonsensical syllables, and with orientation tasks (a lot of attention is paid to these activities in the garden).

Difficulties most often arise when performing the Settlement at Home test (for combinatorial skills) and in the task of determining the quantity, especially the more-less ratio.

Number of children with a low level of school readiness is usually 10 to 20 percent of the total number of kindergarten graduates.

The crisis of 7 years, which occurs in normally seeing children, L.F. Obukhova characterizes by three main symptoms: loss of spontaneity, mannerisms, a symptom of "bitter candy". "Difficulties in perception arise: the child begins to withdraw and becomes uncontrollable" (Obukhova L.F. Child psychology: theory, facts, problems. - M .: Trivola, 1995. - P. 255).

This age period is associated with the transition to a new leading activity for children - teaching.

Change of leading activity presents the child with new requirements, which he must accept, performing the functions of a student. However, understanding and acceptance of the need for new requirements does not mean that they entail their mandatory implementation.

If at preschool age knowledge about one's own vision did not yet cause deep negative emotions, then the end of primary school age and the transition to secondary school is associated with a self-esteem crisis. Negative emotions that arise as a result of a reassessment of values ​​begin to predominate in children.

There is a change in the child's inner position, attitude to the Teaching, his motivation, attitude towards peers and the teacher.

If in the first years of schooling the teacher's opinion was not only taken for granted, but his requirements were considered indisputable, then by the end of primary school age, educational activity loses its leading importance, and the attitude towards the teacher is subjected to strict reassessment. The teacher becomes not only a carrier of knowledge - the child is important for his attitude towards students and their problems in life.

Criteria by which children with emotional disorders are distinguished among the blind and visually impaired ( it is enough that the child satisfies at least one of the criteria):

An inability to learn that cannot be explained by intellectual, sensory factors and the health of the child;
- inability to successfully build interpersonal relationships with students and teachers;
- inadequate type of behavior and well-being when normal conditions or circumstances;
- the prevailing general mood of depression or feeling unhappy;
- a tendency to develop physical symptoms of fear associated with school staff or school problems.

An important place belongs to an adult who joins the game as an equal partner. The learning elements included in the game prepare children for the transition and mastery of learning activities. In our kindergarten, along with playful methods, we also use an art therapy approach that contributes to the formation of a holistic and positive idea of ​​the world around us.

Of great importance attitude of parents to the defect of the child and the resulting various systems of family relationships. Overestimation of visual impairment leads to excessive patronage and contributes to the development of an egoistic personality with a predominance of passive consumer orientation and negative moral qualities. Underestimation of the defect leads to unjustified optimism and indifference, to frivolity and loss of a sense of duty.

Parents of a visually impaired child are often inclined to unnecessarily pity and protect him, rush to satisfy any desires and whims, thereby educating him in selfishness and dependent inclinations.

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

For parents we organize cycles of conversations, training sessions under the program "Education based on common sense" with the demonstration of video materials, which clearly show the ways of effective interaction between a parent and a child.

Thus, the developed systems for the correction and compensation of a visual defect by medical, psychological and pedagogical means have shown the ability of children with visual impairment to achieve a high level of mental development, overcoming the negative impact of a visual defect both on the formation of the sensory and intellectual and emotional spheres of the personality.

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Course: Special Psychology

Topic: Features of children with visual impairments

Completed by: Pomortseva Maria

Specialty: 5В010500 - Defectology

1 course 2 years education

Checked: k. psycho-x. Sciences Associate Professor

Makina L.K.

Introduction

Vision is an optical perception carried out with the help of a visual analyzer, which is a complex neuro-receptor system of humans and animals. Thanks to vision, a person receives a huge amount of information about the world around him. A person learns about the color, shape, size of objects, their relative position and the distance between them, first of all with the help of vision. The activity of the visual analyzer is very important for the orientation of a person in space, for the development of his motor sphere, for the assimilation of social experience. Blindness and profound visual impairment cause deviations in all types of cognitive activity. Negative influence Visual impairment manifests itself even where, it would seem, this Defect should not harm the development of the child. The amount of information received by the child decreases and its quality changes. In the field of sensory cognition, the reduction of visual sensations limits the possibilities of forming images of memory and imagination.

From the point of view of the qualitative features of the development of children with visual impairments, one should first of all point out the specificity of the formation of psychological systems, their structures and connections within the system. There are qualitative changes in the system of relationships between analyzers, specific features arise in the process of forming images, concepts, speech, in the ratio of figurative and conceptual thinking, orientation in space, etc. Significant changes occur in physical development: the accuracy of movements is disturbed, their intensity decreases. Consequently, the child develops his own, very peculiar psychological system, qualitatively and structurally not similar to the system of a normally developing child.

1. Features of imagination and action in children with visual impairment

Imagination is of the same importance for the blind as it is for those who see normally: by transforming existing ideas and concepts, it expands the scope of knowledge, creates the opportunity to foresee the results of activity, contributes to the development of thinking, will, emotional sphere, and has a significant impact on personality formation.

Differing from representations in their functions (memory images reproduce, and imagination images reconstruct past experience), imagination is closely connected with them. Not a single even the most fantastic image of the imagination can be created without relying on ideas, and ultimately without a dispute on objective reality. From this it becomes clear that the narrowness of the circle, fragmentation, insufficient generalization and other shortcomings of images cannot but affect the level of development of the ability to imagine.

Despite limited opportunities, the imagination of the blind is widely used in the processes of activity and in some cases makes up for the shortcomings of perception and the poverty of sensory experience, thus performing compensatory functions.

A particularly important role in compensating for visual defects and the resulting gaps in sensory cognition belongs to the recreating imagination. With its help, the blind, on the basis of verbal descriptions and available visual, tactile, auditory and other images, form images of objects that are inaccessible for direct reflection; examining layouts, models, relief images of objects that are inaccessible to tactile or impaired visual perception. In their imagination, they transform the emerging images, as a result of which they adequately represent objects that really exist, but are not directly perceived by them in their natural form. Especially clearly the combining activity of the imagination is manifested in the blind, who, on the basis of preserved visual representations, create new vivid images of the imagination. The presence of residual vision further expands the possibilities of the blind in this type of mental activity. It can be assumed that, other things being equal (age, development of thinking, sensory experience, etc.), the power of imagination will be directly dependent on the state of visual functions. Imagination features:

1. The poverty of the imagination of the blind can be observed at the lowest level of its manifestation - during the involuntary transformation of images in dreams. Psychologists who have studied the dreams of the blind (Herman, Jastrow, Chelpanov) note their dependence on the time of visual impairment and indicate that the most vivid dreams occur in persons who become blind in adulthood. The dreams of those blind in childhood are poor in images, vague and devoid of visual elements.

2. Imagination, based on ideas that are insufficient in completeness and meaningfulness, can lead the blind person away from real life. This is especially often observed with passive imagination, to which, due to their sedentary lifestyle, insufficiently active involvement in activities (play, work, study), the blind are prone. Imagination, not regulated by will and consciousness, creates unreal fantastic images.

The departure of the imagination of the blind from reality, the emergence of desired, but unrealistic images, is clearly manifested in a dream - a special kind of imagination that creates pictures of the future. Research by N. G. Morozova showed that blind people often see themselves as pilots, captains, actresses, archaeologists, etc. in their dreams. Therefore, for the correct development of the ability to dream, it is necessary that a person with a visual impairment deeply realize his shortcoming, evaluate his capabilities, get acquainted with the scope of their application. And the teacher should help him in this.

3. The creative imagination of the blind, due to the absence or insufficient number and inferiority of visual representations, suffers more significantly than the recreative one. This is most clearly manifested in congenital absolute blindness. Artistic creativity can be complete only if it reflects life in its entirety. By itself, creative imagination cannot make up for those gaps in the sensory reflection of the external world that the blind have.

The low level of creative imagination in the blind is also associated with the fact that the absence or serious impairment of visual functions prevents the child from mastering culture. This means that creative activity in many areas of culture, science, and art is possible only with vision. It is hard to imagine that a blind man who has never perceived the world in all its splendor of colors, the play of light and shadow, etc., could figuratively and typically reproduce it in a work of art. Visual impairments limit the development of creative imagination only in certain areas of human activity related to the normal functioning of vision. This position is confirmed by the practice of visually impaired and blind scientists who have achieved amazing success in the field of cybernetics (N. Wiener), topological algebra (L. Pontryagin) and many others.

4. In visually impaired children, one can observe a decrease in the "quantitative" productivity of the imagination in comparison with normally seeing peers. This is due to the poverty and monotony of the associative links that underlie the production of fantasy images. 5. Persons with visual impairments are characterized by stereotyping, sketchiness, and imitation. The phenomenon of perseveration is often observed, i.e. a tendency to repeat the same images with minor modifications. The transition from one image to another is difficult due to the low dynamism and plasticity of nervous processes.

6. The imagination of the blind and visually impaired is characterized by the instability of the original idea, there are difficulties in bringing it to the final embodiment.

7. An insufficient level of meaningfulness of fantasy images is manifested in a decrease in the ability for anticipation, i.e. for foresight, anticipatory reflection.

8. Imagination is closely related to the emotional sphere of personality. Emotional coloring is one of the most important features of fantasy images. From this point of view, the imagination of the blind can be characterized as emotionally immature, since its images, as a rule, are not emotionally expressive. The presence of specific features in the imagination of persons with visual impairments does not remove the main patterns of development of this process. Timely, specially organized training and education of the blind and visually impaired can ensure the full development of their imagination.

2. Features of attention in children with visual impairment

Almost all the qualities of attention, such as its activity, direction, breadth (volume, distribution), the ability to switch, intensity, or concentration, stability are affected by visual impairment, but are capable of high development, reaching, and sometimes exceeding the level of development of these qualities in the sighted.

Limited external impressions bad influence on the formation of the qualities of attention. The slowness of the process of perception, carried out with the help of touch or a disturbed visual analyzer, affects the rate of switching of attention and manifests itself in the incompleteness and fragmentation of images, in a decrease in the volume and stability of attention.

For the successful implementation of a particular type of activity, the development of appropriate properties of attention is required.

Yes, at learning activities an important condition is the arbitrariness of the organization of attention, focus on educational material when performing tasks, the ability not to be distracted, i.e. development of concentration and stability of attention. At the same time, in such a specific activity as spatial orientation, as well as in labor activity, the condition for efficiency and effectiveness is the distribution of attention, the ability to switch it in accordance with the solution of specific practical problems.

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

In order to adapt to the modern conditions of technological progress, the blind and visually impaired require greater independence and activity, and this is associated with the development of such qualities as the arbitrariness of the organization of activities, the stability and intensity of activities, the breadth of the scope of attention, the ability to distribute and switch it depending on the conditions and activity requirements.

Thus, the development of attention is associated with the formation of volitional, intellectual and emotional properties of the personality, proceeds in conditions of vigorous activity and has the same patterns as are observed in those who see normally.

3. Features of memory development in children with visual impairment

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

Blind and visually impaired people have to memorize and keep in their memory materials that are not required to be remembered by a sighted person.

The literature contains a significant number of names of the blind, who had a phenomenal memory, both verbal and | musical, which have found their place in the history of culture. In a study by the German typhlopsychologist G. Schauerte, data are given that characterize the blind as individuals who have a larger memory capacity than the sighted. In some blind people, a large amount of material stored in memory is insufficiently organized and poorly systematized. Others have structured memory, but less of it. The latter use memory more rationally and successfully.

4. Features of sensation and perception in children with visual impairment

The process of formation of images of the external world in case of visual impairment is directly dependent on the state of the sensory system, the depth and nature of visual impairment.

No matter how small the residual vision is, for all those who have it, it is precisely this that turns out to be dominant in the knowledge of the surrounding world, since the leading role in the sensory reflection of an object belongs to vision.

Approximately 90% of all information a person receives through vision. However, this does not mean that with blindness and profound visual impairment, a person loses the same number of impressions: other analyzers can reflect the same side of the object and its same qualities as vision. Touch, for example, like vision, allows you to find out the shape, extent, size, distance of an object.

Violation of the activity of the visual analyzer leads to the formation of new intra- and inter-analyzer connections, to a change in the relationship within the sensory system and the formation of a specific psychological system peculiar only to the blind or visually impaired. So, with total blindness, touch becomes dominant in the sensory reflection of the objective world in interaction with other sensory modalities.

In the blind, with residual vision, and the visually impaired, visual perception is improved with the help of additional non-visual stimuli: tactile stimuli when using vision in the learning process help to create a complete image.

5. Features of thinking in children with visual impairment

The blind or visually impaired, living and working among the sighted, often finds himself in life situation, which he is unable to perceive as a whole, and he has to analyze it on the basis of the individual elements available to his perception.

In Russian tiflopsychology, there has long been an opinion that thinking is one of the most important factors in the psychological compensation of a visual defect and the process of forming ways of knowing the world around.

An important place in the development of visual-figurative thinking is occupied by the technique of operating with images, the essence of which is the mental movement of objects and their parts in space.

This process in blind older preschoolers is in the formative stage. In such tasks, children need to rely on a real object, or at least on some part of it. Gradual and stage-by-stage transfer of task solving from real and practical operation to a figurative plan shows that by the end of preschool age, disparate and incomplete representations form a holistic differentiated image, in the structure of which essential and non-essential, main and secondary features are distinguished.

6. Features of the development of speech in children with visual impairment

The formation of speech in sighted and visually impaired persons is carried out in a fundamentally the same way, however, the absence of vision or its profound impairment changes the interaction of analyzers, due to which connections are restructured, and when speech is formed, it is included in a different system of connections than in sighted people. The speech of the blind and visually impaired develops in the course of a specifically human activity of communication, but has its own peculiarities of formation - the pace of development changes, the vocabulary and semantic side of speech is disturbed, "formalism" appears, the accumulation of a significant number of words not related to a specific content.

Reliance on active verbal communication is precisely that detour that determines the progress of a blind child in mental development, which ensures the overcoming of difficulties in the formation of objective actions and determines progress in the mental development of a blind child. The use by adults of joint object actions with verbal verbal designation of both the objects themselves and actions with them, on the one hand, stimulates the correlation of the words learned by the child with specific objects of the surrounding World, on the other hand, is a condition for better knowledge of the objective world in the process of active operation with objects . The speech of a blind person also performs a compensatory function, being included in the sensory and mediated knowledge of the surrounding world, in the processes of personality formation.

Compensation for the consequences of deep visual impairments with the participation of speech appears most clearly in sensory cognition, since speech, the word clarifies, corrects and directs the flow of sensory cognition processes, allows you to more fully and accurately perceive the objective world in sensations and ideas, removing both fragmentation and distortion.

At the same time, the verbalism of knowledge, i.e. the lack of correspondence between the word and the image, characteristic of the blind, must itself be overcome in the process of corrective work aimed at concretizing speech, at filling "empty" words with specific content.

The specificity of the development of speech is also expressed in the weak use of non-linguistic means of communication - facial expressions, pantomimes, since visual impairments make it difficult to perceive expressive movements and make it impossible to imitate the actions and expressive means used by the sighted. This negatively affects the understanding of the speech of the sighted and the expressiveness of the speech of the blind and visually impaired. In such cases, it is required special work on speech correction, which allows you to master its expressive side, facial expressions and pantomime and use these skills in the process of communication.

7. Individual psychological characteristics of the personality of children with visual impairment

A necessary condition for the timely detection of any developmental pathology, including impaired visual function, is careful observation of the child from birth and a good knowledge of the normative terms for the formation of the main indicators of mental development. A possible visual pathology may be indicated by the absence of a child by 2-3 months. fixed gaze on a human face or toy, lack of tracking eye movements, lack of reactions to visual stimuli and changes in his environment.

Approximately by the age of six months, a child with impaired visual function may develop a kind of autism: he does not reach out his hands to toys, he has no emotional reactions to others, when putting a toy in his hand, uncoordinated hand movements are noticeable and fine motor skills fingers; when another new toy appears in the field of view, there is no orienting reaction.

The child is afraid of space, independent movement. In addition, early detection of sensory impairments such as hearing, vision, great importance has a comprehensive comprehensive examination of the child using objective methods of testing a particular sensory function. For this, electroencephalography, an electronic tachistoscope, a projection perimeter, etc. are widely used.

In the future, when observing the dynamics of the mental development of the child, it is necessary to adapt the test material to the reduced possibilities of visual perception in children of this category. The presented material should have greater contrast, better illumination, and large angular dimensions. It is difficult to use such common methods as drawing analysis, interpretation of various types of game activity.

The development and use of visual perception in the learning process in blind children with residual vision and visually impaired children is currently a fundamental problem of typhlopsychology and typhlopedagogy. long time in the process of receiving educational information the use and development of residual and weak vision was carried out spontaneously and mainly in the performance of household work and with spatial orientation. At the same time, no special conditions and devices were created to facilitate social, domestic and spatial orientation based on residual vision. Moreover, it was believed that the visual analyzer should not be used in the learning process.

An indispensable condition for all work on the development of visual perception is the creation of comfortable conditions for perception, hygienic and ergonomic conditions for the work of a blind person with residual vision. First of all, this refers to the hygiene of vision: it is necessary to comply with the developed standards of illumination; general illumination of at least 1000 lux and additional illumination of the workplace.

This is especially important in the process of visual work of a blind person with residual vision, since, as a rule, he either leans low over the material he is working with or brings it close to his eyes, which reduces the illumination of perceived objects.

Compliance with these conditions provides children with longer working capacity, and most importantly, within 15-20 minutes 1 of the recommended continuous visual load in the lesson, visual fatigue does not occur. However, the requirements of visual hygiene, and the actual rapid fatigue of blind children in the process of visual work, low visual acuity, which does not allow one to see small details or survey large high volumetric objects, show that the main channel for obtaining educational information for blind children with residual vision is touch, together with vision, Braille code, typhlographic image transmission system.

In order to adapt to modern life, to win in competition with the sighted, the blind and visually impaired must be a first-class specialist, a well-educated and completely independent person who does not require outside help. It is possible to achieve this, as evidenced by the success of many members of the blind minority.

Conclusion

vision psychological blind figurative

Correctional and pedagogical influence is aimed at the formation of sensory experience in blind children. The development of blindness compensation processes by strengthening the functions of intact analyzers must begin at an early age. Speech plays an important compensatory role. IN speech communication with others in the mind of a blind child, connections between word and action are created and strengthened.

The verbal description of the object, made by an adult, the child confirms with his own examination. With the help of auditory tactile sensations children learn to move independently. Memory reaches a high level of development in the blind. for orientation in space, communication with people, assimilation of knowledge, they need to attract more information than the sighted. In the development of the basic processes of cognition and thinking, a compensatory role is played by practical exercises, during which children compare actually perceived objects with their existing ideas.

Teaching actions, how to perform them, is achieved only in conditions of communication, in which the movements of a blind child are corrected by a word. In the blind, the tactile perception of material, fixing images in memory and operating with them requires not only an increase in time for practical solutions, but also earlier special training - teaching children the skills of educational work.

Special educational establishments where children with visual impairments study do not provide an opportunity to establish a connection with outside world, as a result of this, the child does not get the experience of communicating with other people, his circle of acquaintances is limited. important task socio-psychological adaptation of children with visual impairments is the child's awareness of himself as an equal member of society, overcoming his fears, dependence, timidity. Much attention should be paid to personal changes, personal formation visually impaired. The success of adaptation largely depends on what personal qualities will be formed in children with profound visual impairments by the time they enter independent life

The ultimate goal of the social and psychological adaptation of blind and visually impaired children is to achieve such a psychological state when a person perceives his visual defect as one of his qualities, i.e. certain individual characteristic that distinguishes him from others, but nothing more. Achieving such a state is possible only with a certain psychological work with the individual and, in addition, with an adequate attitude towards him from the social environment, i.e. with a certain psychological support a wide range of people.

Bibliography

1. Litvak A.G. Psychology of the blind and visually impaired: textbook. allowance - St. Petersburg: Publishing House of the Russian State Pedagogical University, 1998

2. Lubovsky V.I. Special psychology: textbook. allowance for students. higher ped. textbook institutions - 2nd ed., corrected. - M.: Publishing center "Academy", 2005

3. Nazarova N.M. Special Pedagogy: textbook. allowance for students. higher ped. textbook institutions - 3rd ed., corrected. - M.: Publishing center "Academy", 2004

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

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