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MBDOU "Kindergarten "Swallow" Teacher-speech therapist Grigoryeva I.A. Features of the mental development of blind and visually impaired children

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Tiflopsychology Tiflopsychology as a branch of special psychology that studies mental development visually impaired, got its name from the Greek "tiphlos" - blind and at first dealt only with the psychology of the blind. At present, the object of study of tiflopsychology is not only the blind, but also persons with profound visual impairments. Tiflopsychology studies the patterns and features of the development of persons with visual impairments, the formation of compensatory processes that provide compensation for information deficiencies associated with impaired activity of the visual analyzer, the effect of this defect on mental development, as well as the age aspect of the development of children with visual impairment. Click to add title

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Causes of visual impairment Congenital: toxoplasmosis during embryonic development, other infectious diseases of the mother during pregnancy, violation of her metabolic processes, inflammatory diseases. Acquired visual anomalies are less common than congenital ones. Hemorrhages, injuries, acquired cataracts, glaucoma (increased intraocular pressure), and optic nerve atrophy can lead to visual impairment. It can also be caused by meningitis, meningoencephalitis, flu complication, measles, scarlet fever, brain tumor, myopia Click to add title

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Categories of children with visual impairments 1. Blind children are children with a complete absence of visual sensations or preserved light perception, or residual vision (0.04 with glasses). Blindness is a bilateral, incurable loss of vision. Most blind children have the remnants of vision (they can count the fingers near the face, distinguish the contours and color of the object in front of the eyes, have light perception). The earlier the defect occurred, the more noticeable developmental deviations. Blind children are divided into blind-born and blind. 2. Visually impaired children. They are characterized by visual acuity with glasses from 0.05 to 0.2. Even with this impairment, vision remains the main means of perception. The visual analyzer is the leading educational process, other analyzers do not replace it, as in the case of the blind. Click to add title

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Features of the mental development of children with visual impairments A blind baby was born in the family ... The realization of this fact is the strongest stress for his loved ones. Such experiences, as a rule, are aggravated by anxiety for the future of the child: how will this defect affect mental and physical health? Will the baby be able to develop normally, learn, communicate with other people? The answer to all these questions largely depends on how strong and patient the parents will be, who will face a difficult test - to adapt a blind child to a normal, full life. Click to add title

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A blind child perceives the world differently, uses other methods of cognition compared to sighted people. They undergo a restructuring of the entire system of functions with the help of which cognition is carried out. The process of mental development of children with visual impairments also becomes peculiar. The most important mechanism in the development of a child with visual impairments is compensation. Compensation for blindness is a complex mental formation, a system of mental processes and personality traits, which is formed in the process of growth and development of the child. The ability to compensate for visual impairment is explained by the fact that the child has several different ways of performing the same action, different ways of solving the tasks facing him. Compensation involves using hearing, touch, smell, other senses, and speech to replace missing vision. The result of the development of a child with visual impairments depends on how successfully such a replacement is made. Click to add title

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Up to two or three months of life, an infant with profound visual impairments in terms of the nature of reactions and behavior almost does not differ from a sighted child of the same age. And only after this period, the pathology begins to noticeably manifest itself. Toddlers lag behind their peers in mastering mobility skills (meaning turns from back to stomach and back, attempts to sit down, and later on walk independently), their thinking develops slowly, and difficulties arise in attempts to master objective actions. In addition, a decrease in visual functions negatively affects mental, physical and emotional development, which is expressed in low mobility, low mood, a tendency to isolation, "immersion in oneself" and, as a result, leads to ignoring contacts with other children. Click to add title

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In the blind and visually impaired, regular changes in the sphere of external emotional manifestations are noted. All expressive movements (except for vocal facial expressions) are weakened with deep visual impairment. Even the unconditioned reflex expressive movements that accompany the state of grief, joy, anger, etc., appear in a very weakened form with deep visual impairment. The only exceptions are defensive movements that accompany the experience of fear. Sluggish, sometimes inadequate external manifestation of emotions in persons with visual impairment is often combined with obsessive movements. This includes frequent shaking of the hands, and jumping on springy legs, and pressing a finger on the eyelids, and rhythmic swaying of the torso or head, etc. This prevents the sighted from appreciating the moral, intellectual and other qualities of the blind and visually impaired. So, blind people who are overly smiling are perceived at school as sycophants, and on the street as intellectually handicapped. Blind children with residual vision and visually impaired often seem strange to the sighted when talking, because they “step on” the interlocutor. This is caused by the desire to see the interlocutor and, if he retreats, then the children move after him. Click to add title

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Blindborns have a lag in the development of figurative thinking, difficulties in movements. Attention, logical thinking, speech, memory develop normally. With great difficulty, the correct relationship between abstract knowledge and concrete ideas is formed. They learn abstract concepts more easily than concrete concepts. There are violations associated with difficulties in learning, playing, everyday life, uncertainty, passivity, a tendency to self-isolation or irritation, excitability, aggressiveness. In blind children, vision is lost after birth - at preschool or school age. The preservation of visual representations is important: the later the child lost his sight, the greater the volume of visual representations that he can recreate through verbal descriptions. If you do not develop visual memory, there is a gradual erasure of visual images. The normal mental activity of blind children is based on auditory, motor, skin and other analyzers. On their basis, voluntary attention, thinking, speech, recreating imagination, logical memory, which are leading in the process of compensation, develop. Corrective and compensatory education for the blind allows them to receive a complete secondary education and an industrial specialty (for example, radio and electrical engineering) in 11 years. Click to add title

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The review of the surrounding reality is narrowed, slowed down and inaccurate, therefore, limited and distorted ideas are characteristic of visually impaired children; memorization processes, mental operations are slowed down, orientation in space is difficult. Many visually impaired people have impaired color perception. Irritability, isolation, negativism associated with failures are also characteristic. When studying in a public school, visually impaired children experience a number of difficulties: difficulties in recognizing the characteristic external features of objects due to fuzziness and slowness of perception; difficulties in distinguishing lines similar in spelling of letters and numbers, leading to the impossibility of mastering counting and reading. In an ordinary school, visually impaired children do not see what is written on the board, the images on the tables. During visual work, such children quickly get tired, which contributes to a further decrease in vision, as well as a decrease in mental and physical performance. When teaching at a school for the visually impaired, special optical aids are used: telescopic glasses, contact lenses, magnifiers, projectors, high illumination, textbooks with large print Click to add title

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Features of the development of the cognitive sphere Blindness and profound visual impairment cause deviations in all types of cognitive activity. The amount of information received by the child decreases and its quality changes. 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. Click to add title

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

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Sensation and perception 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. Violation of the activity of the visual analyzer leads to the formation of new inter-analyzer connections, to a change in the relationship within the sensory system and the formation of a specific psychological system characteristic only of the blind or visually impaired. The creation of images of objects of the external world on the basis of residual vision is carried out by the blind faster, easier, more accurately and longer stored in memory, which affects the improvement of their tactile recognition. Click to add title

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Visually impaired children develop poor, often deformed and unstable visual images. Visual impairment leaves an imprint on the course of the entire process of image formation. The limited information received by partially seeing and visually impaired people causes the appearance of such a feature of their perception as the schematism of the visual image, its objectivity. The integrity of the perception of the object is violated, in the image of the object, not only secondary, but also certain details are often missing, which leads to fragmentation and inaccuracy in the reflection of the environment. There are difficulties in identifying essential qualities, lack of integrity of the image, its fragmentation and incompleteness, as well as a low level of generalization of images with deep visual impairment. In the structure of the image of the object of the external world of the blind and visually impaired, a significant and important place is given to hearing and auditory characteristics, which allow to perceive the object at a distance. Click to add title

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The sense of touch in the blind is involved in a more active activity than in the sighted. The sense of touch is a powerful means of compensating not only for blindness, but also for low vision. The greatest increase in sensitivity was found on the fingers, which is associated with learning to read Braille. Click to add title

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Muscular-motor sensitivity is an important component not only of the process of touch, but also of the process of spatial orientation. The motor analyzer will make it possible to measure an object using parts of one's body as measurements; it also serves as a communication mechanism between all analyzers of the external and internal environment when orienting in space. In the blind, the work of the motor analyzer in the process of labor activity reaches great precision and differentiation; there is an automation of motor acts, which allows them to achieve significant success in a number of activities (typist, musician, etc.). The ability for spatial orientation allows you to determine the location of a person in three-dimensional space based on the frame of reference chosen by him. The reference point can be one's own body or any object of the person's environment. Spatial representations are of great importance in orientation. They allow you to choose the right direction and keep it when moving towards the goal. Click to add title

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Memory Visual impairments hinder the full development of the cognitive activity of blind and visually impaired children, which is reflected both in the development and functioning of mnemonic processes. With visual impairments, there is a change in the rate of formation of temporary connections, which is reflected in an increase in the time required to consolidate connections and the number of reinforcements. The blind and visually impaired are also characterized by insufficient comprehension of the memorized visual material. When studying the memorization of the rows of Braille figures, a less pronounced manifestation of the law of the edge and less mobility and freedom of reproduction were revealed than in the norm. Blind children adhered more strictly to the order of presentation in reproduction, which is associated with greater fatigue and inertia of the central nervous system with profound visual impairment. Click to add title

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For the blind and visually impaired, there is a rather large range of individual differences in memory capacity and imprinting speed compared to the norm. The study of the ratio of visual, auditory and tactile memory in the blind, partially seeing and visually impaired revealed a poor preservation of visual mnemonic images in the visually impaired. Visual object representations, rather than those of normally seeing people, lose their differentiation, become schematic and fragmentary. This indicates the peculiarities of the ratio of short-term and long-term memory in visual impairment, faster decay of visual images and a significant decrease in the volume of long-term memory. Reproduction is also characterized by: incompleteness, fragmentary perception of images and slowness of their formation. In the blind, the phenomenon of reminiscence is observed - when subsequent repeated reproduction turns out to be more accurate than the first, which immediately followed the perception, which is apparently due to the greater inertia of the flow of excitation processes and the predominance of inhibitory processes. Systematization, classification, grouping of material, as well as the creation of conditions for its clear perception, are a prerequisite for the development of memory in visual impairment. Click to add title

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Thinking In Russian tiflopsychology, there is 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. There are three concepts for the development of thinking of persons with visual impairments:  the theory of the accelerated development of thinking of the blind and visually impaired;  the theory of the negative impact of visual impairment on the development of thinking;  the concept of independence of the level of development of thinking from visual defects. Click to add title

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Speech and communication The speech of a blind and visually impaired person 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 that are 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 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. 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. Click to add title

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Features of the development of the personality and the emotional-volitional sphere Blind and visually impaired people 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 understood and experienced their defect in adolescence, awareness of the limitations in choosing a profession, a partner for family life in adolescence. Finally, a deep stressful state occurs with acquired blindness in adults. Persons who have recently lost their sight are also characterized by low self-esteem, a low level of claims, and pronounced depressive components of behavior. Visually impaired children show greater emotionality and anxiety compared to totally blind children. For the blind, there is also a fear of an unknown, unexplored space filled with objects with their properties dangerous for a child. Click to add title

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Features of activity Children with profound visual impairments are characterized by a slow formation of various forms of activity. 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. At preschool age, among the blind, interchangeable forms of leading activity are subject and play, and at primary school age - play and teaching. A. M. Vitkovskaya also notes the slow pace of the formation of objective actions, the difficulty of transferring them into independent activity. The formation of learning activity in blind and visually impaired junior schoolchildren is a long and complex process. The basis of this process is the formation of readiness to consciously and deliberately acquire knowledge. Click to add title

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THANKS FOR YOUR ATTENTION Click to add title

Vision is the most powerful source of information about the outside world. 85-90% of information enters the brain through the visual analyzer, and a partial or deep violation of its functions causes a number of deviations in the physical and mental development of the child. The visual analyzer provides the most complex visual functions. It is customary to distinguish five main visual functions:

1) central vision;

2) peripheral vision;

3) binocular vision;

4) light perception;

5) color perception.

Vision, in which the eye distinguishes two points at an angle of view in one minute, is considered normal, equal to one (1.0).

Features of psychophysical development

In the absence of vision, significant developmental features occur, although the general patterns of development characteristic of normal children persist. So in the development of a visually impaired child, three characteristic features can be noted.

First It consists in some general lag in the development of a visually impaired child compared to the development of a sighted child, which is due to less activity in the cognition of the world around. This manifests itself both in the field of physical and in the field of mental development. In addition, many visually impaired children may have psychiatric problems. There is a lack of initiative, passivity of a blind child. “The later the loss of vision occurred, the greater the psychological trauma associated with it. Loss or impairment of vision often gives rise to indifference not only to public, but also to private life. .

Second A feature of the development of a visually impaired child is that the periods of development of blind children do not coincide with the periods of development of sighted children. Until a visually impaired child develops ways to compensate for blindness, the ideas he receives from the outside world will be incomplete, fragmentary, and the child will develop more slowly.

Third a feature of the development of a visually impaired child is disproportionality. It manifests itself in the fact that the functions and aspects of the personality that suffer less from the lack of vision (speech, thinking, etc.) develop faster, although in a peculiar way, others more slowly (movements, mastery of space). It should be noted that the uneven development of a visually impaired child manifests itself more sharply at preschool age than at school age.

Children with vision problems have speech impairments. This is explained by the fact that the formation of speech in such children proceeds under more difficult conditions than in a sighted child. In children with visual impairments, complex deviations from the norm, violations of spatial coordination, poorly developed fine motor skills, problems in the cognitive sphere are more common.

The least pronounced defects are at the first level of speech formation, only single violations of sound pronunciation are noted.

At the second level, the child has a limited active vocabulary, there are some difficulties in correlating the word and the image of an object, in using generalizing concepts, in making sentences and extended stories. Violations of sound pronunciation at the second level are more pronounced and varied. Phonemic analysis is not formed.

At the third level, there is a lack of active and passive vocabulary. The subject correlation of words is not formed, generalizing concepts are not developed. Connected speech is agrammatic, the child uses one-two-word sentences. Sound pronunciation is broken. Phonemic analysis and synthesis are not formed.

At the fourth, lowest level, the child speaks in separate words, phonemic analysis and synthesis are not formed. .

Thus, in children with visual impairments, the speech functional system is often not formed, the vocabulary is limited, and the understanding of the semantic side of speech is distorted.

Fuzziness, narrowness of perception makes it difficult to recognize objects, their forms, characteristic external features. Children do not see lines, they confuse similar letters, they lose and repeat lines when reading, they do not notice punctuation marks, they pronounce words incorrectly. Visually impaired children have phonetic-phonemic and articulatory difficulties. Often there are problems of lexical and grammatical properties. With visual work in visually impaired children, fatigue quickly sets in, and working capacity decreases.

Behavioral Features

The lack of visual control over movements complicates the formation of coordination of movements. As a result of this, the movements of the blind are constrained, ugly, insecure, there is no accuracy in their execution. There are communication problems.

Teaching visually impaired children with sighted children

Let us consider the features of teaching a child with visual impairment in a group of sighted peers. It is better if a speech therapist is still involved with such children. The following must be taken into account in the work:

1. In the class where such a child is, it is desirable that there be no more than 15 students in order to ensure an individual approach to the child.

2. First of all, it is necessary to create a mental attitude of a visually impaired student to overcome difficulties. The rest of the students should be introduced to the features of the visually impaired, create a friendly environment and form a good attitude towards such a student. However, actions aimed at achieving this goal must be deliberate and tactful, since excessive patronage of a new student can develop selfish attitudes in him, and a condescending attitude in the surrounding children.

Children are sometimes cruel and can tease and mock a visually impaired child. In a tactful manner, the teacher should explain to the students that one should not focus on the defect of a sick child, much less tease and offend him. The teacher should show many positive aspects of his blind students, for example, knowledge of a large number of poems, stories, the ability to sing, in order to arouse respect for them from sighted students. The objectivity of the assessment should also become the norm of the teacher's work, which will allow children with visual impairments to feel on equal terms with sighted children.

3. When accepting a visually impaired child into his class, the teacher should carefully consider where to seat the new student. If the child has retained partial vision or is visually impaired, i.e. visual acuity is more than 0.05, and he does not have severe photophobia, he should be placed on the first desk, preferably in the middle row.

A child with a profound visual impairment, relying on touch and hearing in his work, can work at any desk, taking into account the degree of audibility in this place. If the child does not have photophobia and needs additional lighting, workplace should be illuminated by a table lamp with a dimmer switch.

If a student has severe photophobia, they should be seated with their back to a window or have a curtain over the window. If there is photophobia in one eye, the child should sit so that the light falls from the opposite side.

4. The optimal load on the vision of visually impaired students is no more than 15-20 minutes of continuous work. For students with severe visual impairment, depending on individual characteristics, it should not exceed 10-20 minutes. The classroom should be provided with increased general illumination (at least 1000 lux) or local illumination at the workplace of at least 400-500 lux. Be sure to use physical minutes.

5. If a visually impaired child works based on vision, then when using the board, the notes should be saturated and contrasting, the letters should be large. When writing, he should use colored markers for the most important points in the recorded material, then he will not have to strain his eyesight to read the entire entry in the notebook. The use of special visibility, large frontal (up to 15-20 cm) and differentiated individual (from 1 to 5 cm); the use of backgrounds that improve visual perception when demonstrating objects; the predominance of red, orange, yellow aids, stands that allow you to view objects in a vertical position;

6. One of the important tasks of a teacher is to include a visually impaired student in the work of the class. At the same time, the teacher and students should remember that the rate of writing and reading of the visually impaired is lower. He won't be able to keep up with the class. In this regard, along with the Braille device, voice recorders are used, on which fragments of the lesson are recorded.

7. The next point is the limitation of the time of visual work. The teacher should remember this and teach the visually impaired child to analyze literary works by ear, highlighting only the supporting words and sentences. The speech of the teacher must be expressive and accurate, it is necessary to pronounce everything that he does, writes or draws.

8. Considering that many objects visually impaired children have never held in their hands or have seen only vaguely, and therefore are incomprehensible to them, it is necessary to use real objects, directing the hands and eyes of children to them.

9. During breaks and after classes, children with visual impairments should be able to get to know their classmates better, maybe even feel them. Unfortunately, many visually impaired people do not know how to communicate, they do not listen to the interlocutor, and dialogue in communication does not work. The speaker wants to show that he knows a lot, but this behavior does not evoke an emotional response from the listener.

In a new team of sighted children, a visually impaired child has to overcome a number of complexes, such as fear of space and new people, self-doubt. He must be helped in this by giving him the opportunity to be a leader, for example, the captain of a checkers or chess team, the leader of a literary composition, a quiz, etc.

It is necessary to include it in various trips and excursions. If you prepare a blind child as a guide, then this will serve both his self-affirmation and recognition from classmates. At the same time, he must observe the same norms and rules of behavior as other children. However, he should be encouraged in successfully following these rules.

10. A smile or a nod of the head as a way of encouraging is not always available to a child with a visual impairment. It is best to place a hand on the shoulder or stroke it, but verbal praise is even more important as it is heard by other children as well.

11. The most difficult problem for the blind is orientation in space. The child should know the main landmarks of the room where classes are held, the way to their place. In this regard, you should not change the situation and place of the child, especially at first, until he develops the automaticity of movement in a familiar room.

12. Children love to watch movies and videos. The visually impaired should also be encouraged to view them. However, the show should be accompanied by verbal explanations of the situation, the situation, the behavior of the characters.

13. Some children with visual impairments try not to draw attention to their problems due to existing complexes and are embarrassed to ask for help from an adult or classmates. In such cases, you need to constantly keep the child in your field of vision and try to see and feel when he needs help. The child must learn to ask for and accept help from peers. It is very important that in this situation the child retains self-esteem and seeks to help himself in a situation that corresponds to his abilities.

A person has no more reliable, faithful assistant and protector than the eye.

No wonder the popular proverb says "It is better to see once than hear a hundred times."

Therefore, it is very important for children with visual impairment to organize at the initial stage schooling individual psychological and pedagogical work, timely treatment, dispensary observation - this is the only real way to deal with the causes that cause visual impairment in childhood.

Special (correctional) programs educational institutions IV type (for children with visual impairment). Kindergarten programs. Correctional work in kindergarten / Ed. L. I. Plaksina. -M.: Publishing house "Exam", 2003. - 173 p.
Program authors:
Belmer V. A., Grigorieva L. P., Deniskina V.
3., Kruchinin V. A., Maksyutova R. D., Novichkova I. V., Plaksina L. I., Podkolzina E. N., Sekovets L. S., Sermeev B. V., Tuponogov B. K.
The programs are created on the basis of general didactic and typhlopedagogical principles that ensure the comprehensive development of a child with visual impairment and successful preparation for schooling.
For employees of educational complexes (nursery - kindergarten - elementary school) for children with visual impairment.

Content:
Preface.
Kindergarten programs:
The development of speech.
Formation of elementary mathematical representations.
Acquaintance with the surrounding world.
Art.
Physical education.
Exercises for the development of spatial perception, orientation and accuracy of movements.
Labor training.
A game.
Correctional work in kindergarten:
Development of visual perception.
Correction of speech disorders.
The development of touch and fine motor skills.
Formation of a tactile examination using sensory standards.
Formation of skills of using touch in the process of subject- practical activities.
Orientation in space.
Social orientation.
Rhythm.
Physiotherapy.
General developmental exercises.

26. Deaf pedagogy, goals and objectives. Causes of violations of the auditory analyzer

Deaf pedagogy is a branch of special pedagogy that deals with the study of hearing impairment. The subject of the study of this science are the hearing impaired and the deaf. The term "surdopedagogy" comes from the word | "surdus", which in Latin means "deafness".

Hearing is of great importance in the development of I personality. Any hearing impairment entails | is a secondary violation - a violation of speech, I mentality and others, as well as violations of the second, third and even higher levels of order | ka, which creates obstacles in the process of adaptation and socialization of the individual in society. In the age from birth to three years, the main formation of motor skills, I of the cognitive ability of the child, the development of the "intellectual sphere and organs of perception. I modern science is at such a level of development that it is able to detect hearing impairment even in a newborn child.

Timely diagnosis and the use of early corrective assistance allow poppy. to maximally compensate for the existing deficiency and prevent (or mitigate) possible further disturbances in psychophysical times | the whims of a child.

According to statistics around the world I, the number of people with violations | hearing to such an extent that the process of socialization of the personality as a whole is disrupted, gradually I grows. These statistics relate to both the child age group and the category of the elderly. Specialists-deaf teachers found that there is a certain relationship between age and types of disorders.

Today, deaf pedagogy sets itself a number of tasks aimed at educating a person with hearing impairments:

1) study of the developmental features of a person with hearing impairment, in close cooperation with related disciplines, such as medicine, pedagogy, psychology, sociology, etc.;

2) development and improvement of existing programs aimed at diagnosing and providing early corrective assistance to children with hearing impairments;

3) development and implementation of new methods and techniques for teaching people with hearing impairments, as well as improving existing ones;

4) implementation educational activities for people with hearing impairments, taking into account the characteristics of their impairment and the use of specialized techniques, improving the part of the existing system of special education related to the study of hearing impairments;

5) improvement of technical means that contribute to compensation and correction of lost and impaired hearing function, etc.

CAUSES OF HEARING IMPAIRMENTS, THEIR DIAGNOSIS AND MEDICAL REHABILITATION

Hearing impairments are divided into congenital, hereditary and acquired. Hearing impairment can occur due to a number of reasons, such as developmental disorders of the brain and central nervous system, infectious diseases, various injuries, damage to the vascular system, intoxication, etc. In newborns, hearing impairment may occur as a result of difficult childbirth, as well as the consequences of neurological or infectious diseases suffered during pregnancy (for example, hepatitis C, rubella, measles). Hearing impairment also occurs when the mother is exposed to alcoholism or drug addiction.

Hearing disorders, depending on the severity of the damage to the auditory function, are divided into deafness and hearing loss. Deafness is a complete loss of hearing, while it is possible to preserve the perception of some sounds of the non-speech range at a close distance to the ear. Hearing loss is a decrease in hearing that allows you to hear at least some sounds at a short distance from the ear. With hearing loss, independent mastery of speech is possible.

Determination of the degree of damage to the auditory organs is determined by audiometry. Exist various ways audiometry. The hearing of newborns and children of early preschool age is determined using the reflex reaction method, the basis of which is the child's reflex reaction to the sound he hears. For the rest of the preschool children - approximately three to seven years old - the so-called game audiometry is used, while the hearing test is carried out in the form of a game. The study of the hearing characteristics of older children and adults is carried out using methods such as tone and speech audiometry. There are also such objective research methods as impensand audiometry, in which the reactions of the tympanic membrane are determined and electrocortical audiometry, in which the brain and auditory nerves are diagnosed.

The development of modern technologies allows the correction of partially or completely lost hearing with the help of hearing aids. Computerized selection of hearing aids is made taking into account the individual characteristics of the person. Today, hearing aid manufacturers are making hearing aids in small sizes (fitting in the ear canal) and are setting themselves goals aimed at improving reliability and improving the quality of sound transmission. There is also a method for restoring lost hearing with cochlear implantation, an operation in which an electronic hearing aid system is implanted.

There are three main groups of children with hearing impairments: deaf, hard of hearing (hard of hearing) and late deaf.

« deaf children have a deep persistent bilateral hearing impairment, which can be hereditary, congenital or acquired in early childhood - before mastering speech. If deaf children are not taught speech by special means, they become mute - deaf-mute, as they were called not only in everyday life, but also in scientific works until the 1960s. Most deaf children have residual hearing. They perceive only very loud sounds (from 70 - 80 dB) in the range not higher than 2000 Hz. Usually deaf people hear lower sounds better (up to 500 Hz) and do not perceive high ones (above 2000 Hz) at all. If the deaf feel sounds with a loudness of 70-85 dB, then it is generally accepted that they have third-degree hearing loss. If the deaf feel only very loud sounds - more than 85 or 100 dB, then their hearing condition is defined as hearing loss of the fourth degree. Teaching the speech of deaf children by special means only in rare cases provides the formation of speech approaching normal. Thus, deafness causes secondary changes in the mental development of the child - a slower and more peculiar development of speech. Hearing impairment and speech underdevelopment entail changes in the development of all cognitive processes of the child, in the formation of his volitional behavior, emotions and feelings, character and other aspects of the personality.

For the mental development of deaf children, as well as all others with hearing impairments, it is extremely important how the process of their upbringing and education is organized from early childhood, how much this process takes into account the peculiarity of mental development, how systematically implemented are social and pedagogical means that ensure compensatory development. child.

Hearing impaired (hard of hearing)- children with partial hearing impairment, leading to impaired speech development. The hearing-impaired are children with very large differences in the field of auditory perception. A child is considered hard of hearing if he begins to hear sounds with a volume of 20 - 50 dB or more (deafness of the first degree) and if he hears sounds only with a volume of 50 - 70 dB or more (deafness of the second degree). Accordingly, the range of audible sounds in height varies greatly in different children. For some, it is almost unlimited, for others it approaches the high-altitude hearing of the deaf. In some children who develop as hearing impaired, hearing loss of the third degree is determined, as in the deaf, but at the same time it is possible to perceive sounds not only low, but also medium frequencies (from 1000 to 4000 Hz).

Hearing deficiencies in a child lead to a slowdown in mastering speech, to the perception of speech by ear in a distorted form. The options for the development of speech in hearing-impaired children are very large and depend on the individual psychophysical characteristics of the child and on the socio-pedagogical conditions in which he is, brought up and trained. A hearing-impaired child, even with second-degree hearing loss, by the time he enters school, may have developed, grammatically and lexically correct speech with small errors in the pronunciation of individual words or individual speech sounds. The mental development of such a child approaches normal. And at the same time, a hearing-impaired child with only the first degree of hearing loss, under unfavorable socio-pedagogical conditions of development, by the age of 7 can use only a simple sentence or only individual words, while his speech can be replete with inaccuracies in pronunciation, confusion of words in meaning and various grammatical violations. In such children, there are features in all mental development, approaching those that are characteristic of deaf children.

Late deaf- these are children who have lost their hearing due to some kind of illness or injury after they have mastered speech, i.e. at 2-3 years of age and beyond. Hearing loss in such children is different - total, or close to deafness, or close to that observed in the hearing impaired. Children may have a severe mental reaction to the fact that they do not hear many sounds or hear them distorted, do not understand what they are being told. This sometimes leads to a complete refusal of the child from any communication, even to mental illness. The problem is to teach the child to perceive and understand oral speech. If he has sufficient remnants of hearing, then this is achieved with the help of a hearing aid. With small remnants of hearing, the perception of speech with the help of a hearing aid and reading from the lips of the speaker becomes mandatory. With total deafness, it is necessary to use fingerprinting, written speech and, possibly, sign speech of the deaf. With a combination of favorable conditions for the upbringing and education of a late deaf child, the development of his speech, cognitive and volitional processes approaches normal. But in very rare cases, the originality in the formation of the emotional sphere is overcome, personal qualities and interpersonal relationships.

In children with hearing impairments of all groups, additional primary disorders of various organs and systems are possible. There are several forms of hereditary hearing impairment, which is combined with damage to vision, skin surface, kidneys and other organs (Usher, Alstrom, Wardenburg, Alport, Pendred, etc.). With congenital deafness or hearing loss caused by a mother’s illness in the first two months of pregnancy with rubella, as a rule, visual impairment (cataract) and congenital cardiopathy (Grieg’s triad) are also observed. With this disease, the born child may also experience microcephaly and general brain failure.

With hemolytic disease of the newborn, the cause of which may be incompatibility of the blood of the fetus and mother according to the Rh factor or according to their blood belonging to different groups, hearing impairment is possible, which can be combined with: general brain damage and oligophrenia, with diffuse brain damage, with a delay in psychophysical development, with a pronounced hyperkinetic syndrome as a result of damage to the subcortical parts of the brain, with CNS damage in the form of spastic paresis and paralysis, with mild damage to the nervous system in combination with weakness of the facial nerve, strabismus, other oculomotor disorders and a general delay in motor development. At the same time, hearing impairment can be caused by impaired functions of the brain systems in which the analysis and synthesis of sound effects should be carried out.

Acquired hearing impairment resulting from a skull injury may be associated with a violation not only of the receptor section of the auditory analyzer, but also of its pathways and cortical part. A child's meningitis or meningoencephalitis can cause hearing loss and lead to more or less brain failure.

In some forms of hereditary deafness or hearing loss, in a number of diseases that lead to hearing loss in utero, as well as in various inflammatory processes in the middle and inner ear area, the vestibular apparatus is affected.

At the same time, complex, complex disorders, including damage to hearing and other systems, can occur under the influence of various causes and at different times.

Thus, in deaf and hard of hearing children, in addition to hearing impairments, the following types of impairments may occur:

violations of the vestibular apparatus;

Various types of visual impairment

Minimal brain dysfunction leading to primary mental retardation. At the same time, any negative factors can directly affect the brain, or, in another case, brain failure occurs as a result of severe somatic diseases: cardiovascular, respiratory, excretory, etc., which change the functioning of the brain;

extensive brain damage causing oligophrenia;

disorders of the brain systems leading to cerebral palsy or other changes in the regulation of the motor sphere;

local disorders of the hearing-speech system of the brain (cortical and subcortical formations);

diseases of the central nervous system and the whole organism, leading to mental illness (schizophrenia, manic-depressive psychosis, etc.);

Severe diseases of the internal organs - the heart, lungs, kidneys, digestive system, etc., leading to a general weakening of the body;

the possibility of deep socio-pedagogical neglect. 1

In this chapter, we examined the general causes and classification of hearing impairment, and then we will dwell in more detail on the psychological and pedagogical classification, which is developed taking into account: the degree of damage to the auditory function; the level of development of speech; time of occurrence.

the rational development of deaf children, one can attribute their attention to the expressive side of emotions, the ability to master different types activities, the use of facial expressions, expressive movements and gestures in the process of communication.

The main directions in the development of the emotional sphere in a child with impaired hearing are the same as in a normal hearing child: both are born with a ready-made mechanism for assessing the significance of external influences, phenomena and situations from the point of view of their relationship to life - with an emotional tone of sensations. Already in the first year of life, emotions proper begin to form, which are situational in nature, i.e. express an evaluative attitude to emerging or possible situations. The development of emotions proper occurs in the following areas - the differentiation of the qualities of emotions, the complication of objects that cause an emotional response, the development of the ability to regulate emotions and their external manifestations. Emotional experience is formed and enriched in the process of communication as a result of empathy with other people, with the perception of works of art, music. For example, sympathy for close person arises on the basis of the accumulation of acts of situational-personal communication that satisfy the child and are pleasant for him. Such an emotion can arise in relation to a person who communicates with a child quite often. This is also evidenced by the fact of increased sensitivity of infants with intact hearing to verbal influences in the first half of life. But already in the first year of life, differences are felt between hearing children and children with hearing impairments in the development of emotions proper, which often increase in the future.

In a number of studies of domestic and foreign authors, the problems of originality were considered. emotional development deaf children, due to the inferiority of emotional and verbal communication with other people from the first days of their lives, which causes difficulties in the socialization of children, their adaptation to society, neurotic reactions.

4.2. Psychological characteristics of 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.

the number of signals informing a person about the most important properties of objects and phenomena. Compensation for these gaps in sensory experience is possible only with the activation of the intact sense organs, in which attention plays a significant role.

The existence of higher types of attention - voluntary and post-voluntary - is directly related to the activity in which spiritual needs, interests, volitional qualities and consciousness of the individual are formed, which ultimately determine the level of development and focus of attention. The inclusion of persons with visual impairments in vigorous activity contributes to overcoming difficulties in the development of involuntary and voluntary attention based on it.

Expressive movements are formed on the basis of visual perception and imitative activity and depend on how clearly and meaningfully they are perceived by the child from adults. With the most profound visual impairment, the visual perception of the expressive movements of adults in a given situation becomes difficult or impossible, as a result of which the need for imitation completely or partially disappears. In the absence of formal vision, the postures and contractions of the facial muscles typical for the state of attention are furrowing the eyebrows, wrinkling the forehead, fixing the gaze, turning towards the object to which attention is directed, etc. - completely or partially absent. 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 in a position conducive to the most distinct auditory perception.

In the absence of vision, under certain conditions, auditory and tactile perception receives a compensatory development. However, the question of the predominance of one or another type of attention cannot be unambiguously resolved, since their development both in the blind and in the normally seeing depends not only and even not so much on the state of the analyzers and the level of sensitivity, but on the nature of the activity in which it takes individual participation.

Disturbances in the activity of the visual analyzer lead to a restructuring of the relationships between analyzers in the blind and visually impaired, the formation of new intra- or inter-analyzer connections, the relative or complete (with total blindness) dominance of other than in vain60

sneeze, analyzer systems. The relative predominance of hearing or touch over vision in some partially sighted (with the lowest residual vision acuity) and their absolute dominance in the blind lead not only to the restructuring of interanalyzer connections, but also to the formation of a new core of sensory organization, different from the norm. In the process of activity, the blind develop a tactile-kinesthetic-auditory core of sensory organization. Similarly, in the optic-vestibular setting, the visual component is replaced by the motor component.

Except for the field of visual sensations of the partially sighted and visually impaired, where the increase in thresholds and, accordingly, the decrease in sensitivity is quite obvious and is directly dependent on the depth of the defect, the studies did not give unambiguous results.

At In some persons with visual impairments, the phenomenon of synesthesia is observed, in which there is a transition of sensations of one type to another, or rather, when exposed to a stimulus of one modality, the resulting sensation causes an associative sensation in another analyzer system.

At present, it has been experimentally proven that the lost visual functions are replaced for the most part by the activity of the tactile

And kinesthetic analyzers. But it must be borne in mind that it is unambiguous to resolve the issue of the leading role tactile-kinesthetic sensitivity is possible only in relation to the totally blind. As for the visually impaired, their main type of sensation in all activities is vision.

With profound visual impairment, there are some positive changes in auditory sensitivity, but they do not occur as a result of loss of vision, but as a result of a more active participation of the auditory analyzer in subsequent activities under changed living conditions.

The hearing of the blind develops normally on the whole and, under the condition of its intensive use in activity, becomes sensitized. This allows, in case of complete or partial impairment of the functions of vision, to successfully acquire knowledge and put it into practice.

At normally seeing 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, especially the hands, in cognitive and labor activity increases sharply, which naturally gives the effect of sensitization - an increase in tactile sensitivity. A change (increase) in tactile sensitivity in the blind does not occur evenly in all areas of the skin, but only in those that take an active part in acts of touch. The increase in skin sensitivity is most clearly manifested on the palmar surface of the fingers. According to esthesiometric studies, the spatial threshold for distinguishing the first phalanx of the index finger right hand in the blind, it is almost two times lower (1.2 mm), and the sensitivity, therefore, is higher than in the normally seeing. Such an increase in sensitivity in this area of ​​the skin is explained by the special practice of the blind - reading Braille, in which the leading role is played by the index finger of the right hand.

In addition to an increase in the sharpness of touch, the blind have an increased ability to differentiate thermal (thermal and running) and pain stimuli. The sensations that arise when exposed to these stimuli develop and improve in the course of their activity. Temperature sensitivity is quite widely used by the 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 those who see normally, is insignificant. However, in some cases, for example, in violation of skin sensitivity, in the absence of hands, the blind have to use the signaling of pain receptors to distinguish objects.

The inclusion of the blind in various types of activity activates the work of the motor analyzer, and the absence or serious limitations of the functions of vision lead to an increase in the proportion of muscular-articular sensations in the structure of sensory reflection. The wide participation of this type of sensitivity in spatial orientation, the formation of everyday and labor skills, the mastery of skills in cognitive activity with visual defects naturally gives the effect of sensitization.

However, the sensitivity of the kinesthetic analyzer in congenital or early acquired blindness does not reach the normal level. Ob62

The higher than normal distinguishing thresholds of musculo-articular sensitivity of the blind are due to the fact that in blindness the motor analyzer is little or not affected at all by the visual, which contributes to the clarification of signals from proprioreceptors due to their constant comparison with information received visually. When the functions of the visual analyzer fail, vibrational sensitivity acquires a compensatory function, which manifests itself in the sphere of spatial orientation of the blind. It is known that absolutely blind people are able to sense at a distance the presence of an immovable object that does not emit sounds or other signals (a tree, a wall, etc.). These sensations of the blind are devoid of objectivity, do not inform about the quality of objects, and only approximately and not always the blind can judge from them the size and distance of the object.

A few studies of the olfactory and gustatory sensitivity of the blind show some increase in comparison with the norm. Just like the other types of sensitivity discussed above, the taste and smell of the blind are sensitized in the process 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 in differentiating odors, more precisely localizing their sources and determining the direction of the spread of odors.

Along with olfactory sensations, taste sensations also provide the blind with a whole range of information about the qualities of objects, but their use is limited by the need for direct contact with the object and, in addition, the danger of infection, poisoning, etc.

With total blindness, the role of the vestibular apparatus for maintaining balance and spatial orientation significantly increases due to the switching 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 in total blindness the vestibular apparatus develops, other things being equal, better than in those with normal vision.

An increase in various types of sensitivity, the ability to finely differentiate external influences is largely compensatory

cause the lack of vision in the process of spatial and social orientation, the activities of the visually impaired in general.

Perception of the blind and visually impaired. Violation of visual functions leads to a reduction and reduction (weakening) of visual sensations in partially sighted and visually impaired people or their complete loss in total blind people. Changes in the sphere of sensations, i.e. at the first stage of sensory reflection, must inevitably be reflected in its next stage - perception.

Normally, most people form a visual type of perception. Moreover, the dominance of vision (arising both in phylogenesis and ontogenesis) is so strong that even such serious violations of its functions as are observed in visually impaired and partially sighted do not entail a change in the type of perception. As in the norm, they have a visual-motor-auditory type of perception. Only with 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 adequately perceived visually, the dominant position is occupied by the skin-mechanical and motor analyzers underlying tactile perception.

Regardless of what type of perception develops in a blind or visually impaired person, it has all the properties known in general psychology. The manifestation and development of these properties depend on the form of perception in which they appear, as well as on the level of mental development of the individual as a whole. With blindness and low vision, there is a reduction in the manifestations of some properties of perception. Thus, the selectivity of perception is limited by the narrowing of the circle of interests, the decrease in the activity of reflective activity, the less, compared with the norm, emotional impact of the objects of the outside world; apperception is manifested weaker than normal, due to insufficient sensory experience; comprehension and generalization of images is complicated by the insufficiency of sensory experience and a decrease in the completeness and accuracy of what is displayed; the zone of constant visual perception is reduced; its integrity is violated.

As studies by Yu.A. Kulagina, the nervous cortical mechanism of perception of the blind is fundamentally identical to the mechanism of perception of the sighted, although with pathology of the organs of vision it becomes difficult or becomes

the formation of temporary neural connections between the brain centers of the visual and other analyzers is impossible.

The visual images of the partially sighted and visually impaired, and the tactile images of the blind cannot be completely identical to the perception images of the normally seeing, however, like the latter, they, on the whole, adequately and correctly reflect the surrounding world in all its complexity.

The possibilities of touch are most fully revealed only with absolute blindness, despite the fact that this type of perception plays a crucial role in the processes of sensory cognition, even in the presence of full vision. The insufficient development of touch, which does not correspond to its actual capabilities, is explained by the fact that vision, which controls various types of human activity, inhibits the development of tactile perception not only in normally seeing, but also in visually impaired and partially sighted, which adversely affects their cognitive and labor activity. .

In the presence of residual vision in partially sighted and visually impaired, the processes of cognitive and labor activity proceed, or rather should proceed, with the joint work of touch and vision. The leading role of one or another analyzer system in reflecting the world and controlling activity should be determined by the state of visual functions, the properties of reflected objects, and the nature of the operation being performed. Only with the interaction of vision and touch, determined by objective conditions, is an adequate reflection of reality possible.

Visual perception with a decrease in visual acuity, a violation of color perception, a narrowing of the field of vision differs sharply from the perception of normally seeing in the degree of completeness, accuracy and speed of display, as well as narrowing and deformation of the visual field (visual perception zone). Visual impairments affect not only the speed, but also the quality of perception, its accuracy and completeness.

One of the conditions for the correct reflection of the spatial properties and relations of the objective world is binocular vision. Among the partially sighted and visually impaired, there are quite often people with absolute blindness in one eye or an uncorrected difference in visual acuity of the right and left eyes. Violation of binocular vision

reduces the perception of perspective, worsens the perception of the depth of space.

The sense of touch is a necessary component of human activity, and in case of loss of vision, it compensates for its cognitive and controlling functions. And although a complete replacement of lost functions is impossible, since, firstly, skin and muscular-articular sensations do not reflect all the signs of objects perceived visually, and secondly, the tactile field is limited by the area of ​​​​action of the hands and perception takes longer than visual, touch gives the blind the necessary knowledge about the surrounding world and quite accurately regulates its interaction with the environment, and the culture of touch is one of the main means of compensating for blindness. Given the role of touch in the activities of the blind, it is necessary to consider manual labor operations that are harmful to touch as contraindicated for them. These types of labor include until recently recommended operations for blind people such as making brushes, splitting mica, etc., leading to microtraumas, mechanically erasing and roughening the skin of the hands.

Recently, technical means of compensating for visual defects (typhlodevices) have been increasingly introduced into the activities of the blind and visually impaired. Their purpose is to, if possible, bring the amount of information received with impaired or absent vision closer to the amount of information that a normally seeing person receives.

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 affect the representations, since what was not in the perception cannot be in the representation. The first characteristic feature of the representations of the blind and visually impaired is a sharp narrowing of their range due to the complete or partial loss or reduction of visual images.

In addition to reducing the number, the representations of the blind and visually impaired differ from the sensory memory images of the sighted and qualitatively. The characteristic features of their presentation are fragmentation, schematism, a low level of generalization (generalization) and verbalism.

The fragmentation of visual representations of partially sighted and visually impaired and tactile in the blind is manifested in the fact that many essential details are often missing in the image of an object. As a result, the image is 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, the sequence of tactile or defective visual (especially with a strong narrowing of the field of view and field of view resulting from a decrease in visual acuity) perception. Successiveness and fragmentation of perception are largely overcome thanks to the work of thinking, as well as the development of skills for tactile and visual examination of objects.

Insufficient generalization of the memory images of the blind and visually impaired is closely connected with the listed features of representations in the narrowing of the sphere of sensory cognition. It is obvious that the process of generalization, selection of essential, characteristic properties, details, their relationships and their abstraction from random ones depends on the completeness of reflection and sensory sensory experience. The loss of a large number of often the most significant objects, their details and features from the sphere of perception and insufficient sensory experience prevent the formation of general ideas that display the most essential properties and features of the object.

The range of their ideas no longer depends so much on age, but on the type of higher nervous activity, on how important it was for them to visually perceive the environment, and so on.

Visual-motor-auditory temporal nerve connections are highly stable. This persistence of traces of former irritations underlies the preservation of representations. Even in the absence of visual reinforcement (irritation of the peripheral end of the visual analyzer), which is observed in the blind, the connections that have developed in due time remain for a long time and can be reproduced in an associative way.

However, the strength of representations is relative, and in the absence of reinforcements they are gradually destroyed, the traces of former visual stimuli are erased. The extinction of the visual representations of the blind is one of the manifestations of memory processes - forgetting - and obeys its laws.

Although the disintegration of visual representations does not impair the ability of the blind to orient themselves in space, to distinguish tactilely the main spatial characteristics, visual images of memory are of great importance for their cognitive and labor activity, which can hardly be overestimated. On the basis of preserved ideas, not only knowledge is successfully assimilated, skills and abilities are formed, but the sphere of sensory cognition is also significantly expanded.

Memory of the blind and visually impaired.

When visual functions are disturbed, the formation of temporary connections and the development of differentiations are slower than the norm, which is expressed in the need for a large number of reinforcements. This makes it possible to assume that defects in the visual analyzer, violating the ratio of the main nervous processes (excitation and inhibition), adversely affect the speed of memorization.

Experiments in which the features of the memory of the blind and visually impaired were studied showed a reduced productivity of memorizing material. Among the features of the process of memorizing blind and visually impaired schoolchildren, in addition to reducing the volume and speed, one can note the lack of meaningfulness of the material being memorized. The shortcomings of logical memory are associated with defects in perception and are due to some shortcomings in thinking (the gap between the concept and its specific content, and hence there are difficulties experienced by the blind and visually impaired in the mental operations of analysis and synthesis, comparison, classification, etc.). In blind and visually impaired schoolchildren, the effect of the “land law” is weaker than normal, according to which the beginning and end of the material is better remembered. They are most productive in memorizing the beginning of the material, which is probably due to the increased fatigue of children with visual impairments.

Researchers find a psychological explanation for the slow development of the memorization process in the blind and visually impaired in the lack of visual-effective experience, increased fatigue, and also in the imperfection of teaching methods for children with visual impairments. Insufficient volume, reduced speed and other shortcomings in the memorization of blind and visually impaired children are of a secondary nature, i.e. are caused not by the very fact of vision, but by the deviations in mental development caused by it.

The flow of memory processes is associated with handicapped blind and visually impaired to re-perceive the learned material. The rapid forgetting of learned material is explained not only by the insufficient number or absence of repetitions, but also by the insufficient significance of objects and the concepts denoting them, about which the blind can receive only verbal knowledge.

It has been established that the preservation of representations depends on visual acuity. However, it is not difficult to assume that the shortcomings of the preservation process, arising as a result of violations in the sphere of sensory reflection, can be largely eliminated with differentiated visual-effective training of the blind and visually impaired, taking into account the state of the visual analyzer.

Formed differentiated, fragmentary images and difficulties experienced in identifying the most significant aspects and properties of objects and phenomena of the surrounding world, subsequently appear when objects are recognized. Recognition of objects with visual defects is slow and less complete than normal, and the correctness of recognition depends on visual acuity. So, in the visually impaired, in comparison with the partially sighted, it increases by about 1.5 times.

Nonspecific recognition is also characteristic of the blind and visually impaired. If the difficulties in establishing the identity of memory images with objects of perception are associated with the features of tactile or defective visual perception, then the non-specificity of recognition, which means the recognition of objects as previously perceived by secondary, insignificant, non-specific features, is explained by the difficulties experienced in isolating essential, specific features.

Thinking of the blind and visually impaired.

The functions of thinking in blindness have no fundamental differences from its functions in those who see normally. However, loss or serious disturbances in the functions of vision impede the process of perception, 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 relative succession.

the vividness of the tactile images of the blind, their fragmentation, schematism, filling in the numerous gaps in sensory cognition.

Profound disturbances in the functions of vision, which entail difficulties in the sphere of perception, also impede the operations of analysis and synthesis of various aspects of reality that are reflected and are the object of cognition. This is explained, on the one hand, by insufficient reflection of the properties and features of objects, and on the other hand, by the relative succession of tactile and impaired visual perception, which prevent the formation of a holistic image, as a result of which comparison and differentiation suffer. The same reasons underlie the difficulties experienced by the blind in isolating the most essential, characteristic properties and connections of objects of knowledge.

One of the most important mental operations is comparison, i.e. establishing the degree of identity or difference when comparing two or more objects. Although comparison is a relatively elementary form of knowledge, its important role is determined by the fact that, along with analysis or synthesis, it is included in almost all mental operations.

In the comparison operation based on analysis-synthesis, in the presence of serious visual defects, certain difficulties are also observed, especially at the level of sensory cognition. The impossibility or difficulty of obtaining a number of sensory data with a complete or partial loss of vision prevents the subtle distinction and differentiation of objects, and, consequently, their comparison. Of course, the insufficient depth of comparison at the sensory level cannot but affect scientific and theoretical thinking, since when comparing concepts, it is necessary to rely on their specific content, and the more complex the mental task, the more often one has to rely on specific, sensory data. Insufficiently subtle analysis, which suffers due to the narrowing of the scope of sensory cognition, often leads to the establishment of identity or difference in terms of insignificant or too general, generalized features, as a result of which comparison does not contribute to isolating characteristic features and essential connections.

Classification and systematization are based on the comparison operation, i.e. association of objects according to similar characteristics, their mental grouping. 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 the development of analytical-synthetic activity and thinking of the blind.

However, these shortcomings do not make the thinking of the blind irreversibly inferior, since in the process of training and education the main reason for the slow development of thinking is eliminated to a large extent - gaps in the sphere of sensual, concrete knowledge.

The narrowing of the sphere of sensory cognition, which occurs with blindness, is reflected in the field of thinking, first of all, precisely in the formation of concepts and their subsequent operation. The most characteristic feature of the thinking of the blind is divergence, i.e. the divergence of two intertwined and interdependent aspects of the reflection of reality - sensual and logical.

The absence of a concrete, sensual content of concepts leads not only to formalism, but also to a distortion of their content.

The reduction of sensory experience in the blind leads to difficulties in "comparing thoughts and things", to predominantly operating with concepts, but this does not mean at all that their thinking becomes logical.

There is every reason to assert that the formation of types and types of thinking with visual defects goes through the same stages as in the norm, and logical (theoretical) thinking can only develop on the basis of highly developed visual-effective and visual-figurative thinking.

Thus, the mental activity of the blind is subject in its development to the same laws as the thinking of those who see normally. And although the reduction of sensory experience introduces a certain specificity into this mental process, slowing down intellectual development and changing the content of thinking, it cannot fundamentally change its essence. The above deviations in the development of thinking from the norm can be largely overcome as a result of training aimed at the formation of full-fledged knowledge, in which the sensual and conceptual are presented in unity.

Spatial orientation of the blind.

The real reason for the difficulties experienced by the blind in orienting activity lies in the fact that with blindness, firstly, the field narrows and the accuracy and differentiation of perception of space and, accordingly, spatial representations decrease, and secondly, the ability to perceive the world at a distance is significantly limited. These reasons complicate the formation of skills of spatial orientation, make it impossible in some cases to automate it. Loss or disturbance of the functions of vision, which plays a leading role in the spatial orientation of those who see normally, brings other analyzers to the fore in the blind.

The space in which the blind have to navigate usually differs in length, occupancy, etc., which determines the leading role of one or another analyzer. In addition to the external sense organs, other types of sensitivity are also widely used when orienting the blind: vibration, temperature, static.

Complementing each other, uniting in the process of perception into complex complexes, auditory, skin, muscular-articular, olfactory, vibrational, static, and in partially sighted and visual sensations inform the blind in sufficient detail about the surrounding space, due to which they, with a certain skill, find themselves in a state of successfully solve the problems of selection, direction keeping and target detection.

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 basic speech functions are common for all members of society, regardless of the state of their analyzer systems, and in particular the visual analyzer.

In addition to the main ones - communicative (communication), significative (designations), generalization, abstraction and motivation - functions, the compensatory function of speech is distinguished in tiflopsychology. The allocation of this function does not mean the emergence of any fundamental features in its content, structure and character, but only indicates a new aspect of speech activity that appears in connection with the narrowing of the sphere of sensory cognition and is aimed at eliminating its consequences in the mental development of the personality.

On the basis of verbal explanations, supported by sensory data accessible to the blind, and in the case of the blind, in addition, preserved visual images, persons with visual impairments get an idea of ​​many objects and phenomena of reality that are inaccessible to their perception.

The compensatory function of speech clearly appears in all types of mental activity of the blind: in the process of perception, when the word directs and refines it, in the formation of representations and images of the imagination, in the course of mastering concepts, etc. It is only through speech that the blind can maintain contact with the people around them, orient themselves in society, remain its full members, actively participating in socially useful activities.

Since speech activity with visual defects is not fundamentally disturbed, the acquisition of speech and its functions, as well as the structure in blindness, occurs in general terms in the same way as in normal vision, however, impairments or lack of vision leave a certain imprint on this process, introduce specifics that manifest themselves in the dynamics of development and accumulation of language means and expressive movements, the originality of the relationship between word and image, the content of vocabulary, some lag in the formation of speech skills and language sense.

Mastering the phonetic side of speech, from which learning begins mother tongue, i.e. the formation of phonemic hearing and the mechanism of sound pronunciation (articulation) is carried out on the basis of imitation. And if the development of phonemic hearing and the formation of speech-auditory representations based on auditory perception proceeds identically in the blind and sighted, then the formation of speech-motor images (articulation of speech sounds), based not only on auditory, but also on kinesthetic and visual perception, suffers significantly. This is a consequence of a complete or partial impairment of the ability to visually reflect the articulatory movements of people around him who come into speech contact with a blind child. Modern studies have confirmed the presence of interaction disorders in the functioning of the analyzer systems involved in the formation of the phonetic side of speech - auditory, kinesthetic and visual, as a result of which deviations from the norm are observed in the process of speech formation in the blind. Os-

A new speech defect in blindness is tongue-tied tongue, which is widespread in blind children of preschool and primary school age.

In addition, and this is most important, speech defects hinder the mental development of blind children, and to a much greater extent than those of normal vision. This is due to the fact that the development of speech, which at a normal level of development can largely compensate for the consequences of blindness, is delayed in this case and speech does not fulfill its compensatory function. Pronunciation deficiencies negatively affect speech activity, limit the already narrowed circle of communication of children with visual impairments, which inhibits the formation of a number of personality traits or leads to the appearance of negative properties (isolation, autism, negativism, etc.).

The development of 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 the objects they designate, as a process of more and more generalization of the meaning of words. The unlimited opportunities for verbal communication in blind children (direct communication with adults, reading books, listening to the radio, etc.) contribute to the accumulation of vocabulary, which already in middle school age can not only reach the level of the norm, but, according to some researchers, surpass him.

Despite the fact that the blind usually use words correctly in a particular context, their knowledge, upon careful verification, often turns out to be verbal, not based on specific ideas, and the meaning of words is either unduly narrowed - the word remains, as it were, tied to a single attribute, object, or specific situation, or is excessively distracted from its specific content, losing its meaning.

The reduction or inability to visually perceive and directly imitate the external expressive movements of others negatively affects both the understanding of the situational speech of communication partners, accompanied by facial expressions and pantomime, and the external design of the speech of the blind themselves. On the one hand, a blind person does not perceive a lot of mimic movements and gestures that give one

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

On the other hand, without using these means in his speech, a blind person significantly impoverishes his speech, it becomes inexpressive.

Among the non-linguistic means of communication, facial expressions and pantomime are most closely related to the time and degree of vision loss. With congenital and early acquired blindness, both instinctive and life-forming social expressive movements suffer. The latter are generally absent in this category of the blind, and instinctive mimic movements (for example, accompanying laughter and crying) turn out to be weakly expressed. In the blind, there is a decrease in the external manifestation of emotions and situational expressive movements, which affects the intonational formation of speech - in its poverty and monotony. However, the developing ability of the blind to speech imitation helps overcome this shortcoming.

4.3. Psychological characteristics of children with disorders of the musculoskeletal system

Features of the mental development of children with cerebral palsy. Cerebral palsy (ICP) is a severe disease of the nervous system, which often leads to a child's disability. Behind last years it has become one of the most common diseases of the nervous system in children. On average, 6 out of 1000 newborns suffer from cerebral palsy (from 5 to 9 in different regions of the country).

There are about 4,000 such children in Moscow alone.

Cerebral palsy occurs as a result of underdevelopment or damage to the brain in early ontogenesis. At the same time, the “young” parts of the brain suffer most severely - the cerebral hemispheres, which regulate voluntary movements, speech, and other cortical functions. Cerebral palsy manifests itself in the form of various motor, mental and speech disorders. Leading in the clinical picture of cerebral palsy are motor disorders, which are often combined with mental and speech disorders, dysfunctions of other analyzer systems (vision, hearing, deep sensitivity), convulsive seizures. Cerebral palsy is not a progressive disease. As a rule, the condition of the child improves with age and under the influence of treatment.

The severity of motor disorders varies over a wide range, where the grossest motor disorders are at one extreme.

sheniya, on the other - the minimum. Mental and speech disorders, as well as motor disorders, have varying degrees of severity, and a whole gamut of different combinations can be observed. For example, with gross motor disorders, mental disorders may be absent or minimal, and, conversely, with mild motor disorders, severe mental and speech disorders may be observed.

Movement disorders in children with cerebral palsy have varying degrees of severity. With a severe degree, the child does not master the skills of walking and manipulative activity. He cannot take care of himself. With an average degree of movement disorders, children master walking, but move uncertainly, often with the help of special devices (crutches, Canadian sticks, etc.). They are not able to move independently around the city, to travel by transport. Their self-service skills are not fully developed due to violations of the manipulative function. With a mild degree of motor impairment, children walk independently, confidently both indoors and outside. They can travel by public transport on their own. They fully serve themselves, they have a fairly developed manipulative activity. However, patients may experience incorrect pathological postures and positions, gait disturbances, movements are not dexterous enough, slowed down. Reduced muscle strength, there are deficiencies in fine motor skills.

Cerebral palsy occurs as a result of an organic lesion of the central nervous system under the influence of various adverse factors affecting the prenatal (prenatal) period, at the time of childbirth (intranatal) or in the first year of life (in the early postnatal period). The greatest importance in the occurrence of cerebral palsy is attached to a combination of brain damage in the prenatal period and at the time of childbirth.

Currently, numerous studies have shown that more than 400 factors can have a damaging effect on the central nervous system of a developing fetus. This can happen at any time during pregnancy, but their action is especially dangerous in the period up to four months of intrauterine development, i.e. in a period when all organs and systems are intensively laid. Harmful factors that adversely affect the fetus in utero include: infectious diseases suffered by the expectant mother during pregnancy (w76

Russian infections, rubella, toxoplasmosis); cardiovascular and endocrine disorders in the mother; toxicosis of pregnancy; physical trauma, fetal bruises; physical factors (overheating or hypothermia; the effect of vibration; irradiation, including ultraviolet in large doses); some medicines; environmental problems (water and air polluted by production waste; the content of a large amount of nitrates, pesticides, radionuclides, various synthetic additives in food products); incompatibility of the blood of the mother and fetus according to the Rh factor or blood groups.

Hemolytic disease of the newborn can occur when the mother is Rh-negative, the father is Rh-positive, and the fetus has inherited the Rh affiliation from the father. Hemolytic disease is based on the destruction (hemolysis) of fetal erythrocytes under the influence of maternal rhesus antibodies. Fetal disease develops on average in one in 25 to 30 Rh-negative women. With each subsequent pregnancy, the likelihood of an Rh conflict increases.

Children with cerebral palsy are characterized by specific deviations in mental development. The mechanism of these disorders is complex and is determined both by the time and the degree and localization of the brain lesion. The chronological maturation of the mental activity of children with cerebral palsy is sharply delayed. Against this background, various forms of mental disorders and, above all, cognitive activity are revealed. There is no clear relationship between the severity of motor and mental disorders - for example, severe motor disorders can be combined with mild mental retardation, and residual cerebral palsy effects with severe underdevelopment of individual mental functions or the psyche as a whole. Children with cerebral palsy are characterized by a peculiar mental development due to a combination of early organic brain damage with various motor, speech and sensory defects. An important role in the genesis of mental development disorders is played by the limitations of activity, social contacts, as well as the conditions of upbringing and education arising in connection with the disease.

With cerebral palsy, the formation of not only cognitive activity, but also the emotional-volitional sphere and personality is disturbed.

The structure of cognitive impairment in cerebral palsy has a number of specific features that are characteristic of all children. These include:

1) uneven, disharmonious nature of violations of individual mental functions. This feature is associated with the mosaic nature of brain damage in the early stages of its development in cerebral palsy;

2) the severity of asthenic manifestations - increased fatigue, exhaustion of all mental processes, which is also associated with an organic lesion of the central nervous system;

3) reduced stock of knowledge and ideas about the world. Children with cerebral palsy do not know many phenomena of the surrounding objective world and social sphere, and most often they have an idea only about what happened in their practice. This is due to the following reasons: forced isolation, limiting the child's contacts with peers and adults due to prolonged immobility or difficulties in movement; difficulties in understanding the surrounding world in the process subject-practical activities associated with the manifestation of motor and sensory disorders.

With cerebral palsy, there is a violation of the coordinated activity of various analyzer systems. Pathology of vision, hearing, musculoskeletal feeling significantly affects perception in general, limits the amount of information, and impedes the intellectual activity of children with cerebral palsy.

About 25% of children have visual anomalies. They have visual disturbances associated with insufficient fixation of the gaze, a violation of smooth tracking, narrowing of the visual fields, and a decrease in visual acuity. Strabismus, double vision, and a drooping upper eyelid (ptosis) are common. Motor insufficiency interferes with the formation of hand-eye coordination. Such features of the visual analyzer lead to an inferior, and in some cases to a distorted perception of objects and phenomena of the surrounding reality.

With cerebral palsy, there is a lack of spatially distinctive activity of the auditory analyzer. In 20–25% of children, hearing loss is observed, especially in the hyperkinetic form. In such cases, hearing loss for high-frequency tones is especially characteristic, with preservation for low-frequency ones. At the same time, characteristic

disruption of sound. A child who does not hear high-frequency sounds (k, s, f, w, v, t, p) finds it difficult to pronounce them (misses them in speech or replaces them with other sounds).

In all forms of cerebral palsy, there is a deep delay and impaired development of the kinesthetic analyzer (tactile and muscular-articular feeling). Children find it difficult to determine the position and direction of movements of the fingers without visual control (with closed eyes). The groping movements of the hands are often very weak, touch and recognition of objects by touch are difficult. Many children have pronounced astereognosis - the impossibility or impairment of recognizing an object by touch, without visual control. Feeling, manipulation with objects, i.e. effective cognition, with cerebral palsy is significantly impaired.

In children with cerebral palsy, due to motor disorders, the perception of oneself (“self-image”) and the world around is disturbed. The lack of formation of higher cortical functions is an important link in cognitive impairment in cerebral palsy. Most often, individual cortical functions suffer, i.e. partiality of their disturbances is characteristic. There is a lack of spatial and temporal representations. In children, violations of the body scheme are expressed. Much later than in healthy peers, an idea is formed about the leading hand, about parts of the face and body. Children have difficulty identifying them on themselves and on other people. Difficulty differentiating the right and left sides of the body. Many spatial concepts (front, back, between, above, below) are learned with difficulty. Children hardly define spatial remoteness: the concepts "far", "near", "further" are replaced by the definitions "there" and "here". They find it difficult to understand prepositions and adverbs that reflect spatial relationships (under, over, about). Preschoolers with cerebral palsy have difficulty mastering the concepts of size, they do not clearly perceive the shape of objects, they poorly differentiate similar forms

- circle and oval, square and rectangle.

A significant proportion of children have difficulty perceiving spatial relationships. They have a broken holistic image of objects (they cannot put together a whole from parts - assemble a split picture, perform construction according to a model from sticks or building material). Opto-spatial disturbances are often noted. In this case, it is difficult for children to copy geometric figures, draw, write. Often expressed

insufficiency of phonemic perception, stereognosis, all types of praxis (performance of purposeful automated movements).

Mental development in cerebral palsy is characterized by the severity of psychoorganic manifestations - slowness, exhaustion of mental processes. Difficulties in switching to other activities, lack of concentration, slowness of perception, and a decrease in the amount of mechanical memory are noted. A large number of children are characterized by low cognitive activity, which is manifested in reduced interest in tasks, poor concentration, slowness, and reduced switching of mental processes. Low mental performance is partly associated with cerebrosthenic syndrome, characterized by rapidly growing fatigue when performing intellectual tasks. It manifests itself most clearly at school age with various intellectual loads. In this case, usually purposeful activity is disrupted.

According to the state of intelligence, children with cerebral palsy represent an extremely heterogeneous group: some have normal or close to normal intelligence, others have mental retardation, and some children have mental retardation. Children without deviations in mental (in particular intellectual) development are relatively rare. The main violation of cognitive activity is mental retardation associated with both early organic brain damage and living conditions.

Mental retardation in cerebral palsy is most often characterized by favorable dynamics in the further mental development of children. They easily use the help of an adult in learning, they have sufficient, but somewhat slow assimilation of new material. With adequate correctional and pedagogical work, children often catch up with their peers in mental development. In children with mental retardation, mental disorders are more often of a total nature. The insufficiency of higher forms of cognitive activity - abstract-logical thinking and higher, primarily gnostic, functions, comes to the fore. Severe degree mental retardation prevails in double hemiplegia and atonic-astatic forms of cerebral palsy.

Care should be taken to assess the severity of damage to the motor, speech, and especially mental spheres in the first years of a child's life with motor skills.

body violations. Severe motor disorders, speech disorders can mask the potential of the child. There are frequent cases of overdiagnosis of mental retardation in children with severe motor pathology.

A number of cognitive impairments are characteristic of certain clinical forms of the disease. With spastic diplegia, a satisfactory development of verbal-logical thinking is observed with a pronounced insufficiency of spatial gnosis and praxis. Performing tasks that require the participation of logical thinking, verbal response, does not present any particular difficulties for children with this form of cerebral palsy. At the same time, they experience significant difficulties in performing spatial orientation tasks, cannot correctly copy the shape of an object, often mirror asymmetric figures, and have difficulty mastering the body scheme and direction. These children often have violations of the counting function, expressed in the difficulties of global perception of quantity, comparison of the whole and parts of the whole, assimilation of the composition of the number, perception of the bit structure of the number and assimilation of arithmetic signs. Separate local disorders of higher cortical functions - spatial gnosis and praxis, counting functions (the latter sometimes takes the form of pronounced acalculia) - can also be observed in other forms of cerebral palsy, but it is certain that these disorders are most often observed with spastic diplegia.

Children with right-sided hemiparesis often have opto-spatial dysgraphia. Optical-spatial disturbances are manifested in reading and writing: reading is difficult and slowed down, as children confuse letters that are similar in outline, elements of specularity are noted in writing. Later than their peers, they form an idea of ​​the body scheme, they do not distinguish between the right and left hands for a long time.

The structure of intellectual disorders in the hyperkinetic form of cerebral palsy is unique. In most children, due to the predominant lesion of the subcortical parts of the brain, the intellect is potentially intact. The leading place in the structure of disorders is occupied by a lack of auditory perception and speech disorders (hyperkinetic dysarthria). Children have difficulty performing tasks that require verbal design, and are easier to follow visual instructions. The hyperkinetic form of cerebral palsy is characterized by

the development of praxis and spatial gnosis, and learning difficulties are more often associated with speech and hearing impairments.

Children with cerebral palsy are characterized by various disorders of the emotional-volitional sphere. In some children, they manifest themselves in the form of increased emotional excitability, irritability, motor disinhibition, in others - in the form of lethargy, shyness, timidity. The tendency to mood swings is often combined with the inertia of emotional reactions. So, having started crying or laughing, the child cannot stop. Increased emotional excitability is often combined with tearfulness, irritability, capriciousness, a protest reaction, which intensify in a new environment for the child and with fatigue. It should be emphasized that behavioral disorders are not observed in all children with cerebral palsy: in children with intact intelligence - less often than in mentally retarded children, and in spastics - less often than in children with athetoid hyperkinesis.

Children with cerebral palsy have personality developmental disorders. Violations of personality formation in cerebral palsy are associated with the action of many factors (biological, psychological, social). In addition to the reaction to the realization of one's own inferiority, there is social deprivation and improper upbringing. A physical disability significantly affects the social position of a child, a teenager, his attitude to the world around him, which results in a distortion of the leading activity and communication with others. In children with cerebral palsy, there are such violations of personal development as reduced motivation for activity, fears associated with movement and communication, the desire to limit social contacts. The cause of these violations is most often the wrong, pampering upbringing of a sick child and a reaction to a physical defect.

Sufficient intellectual development in these patients is often combined with a lack of self-confidence, independence, and increased suggestibility. Personal immaturity is manifested in the naivety of judgments, weak orientation in everyday and practical issues of life. Dependent attitudes, inability and unwillingness to independent practical activity are easily formed in children and adolescents. Expressed difficulties social adaptation contribute to the formation of such personality traits as timidity, shyness, inability to

stand up for your interests. This is combined with increased sensitivity, resentment, impressionability, isolation.

With reduced intelligence, the features of personality development are characterized by low cognitive interest, insufficient criticality. In these cases, states with a sense of inferiority are less pronounced, but indifference, weakness of volitional efforts and motivation are noted. According to E.S. Kalizhnyuk, there is some correlation between the nature of neurological disorders (a form of cerebral palsy) and the emotional and characterological characteristics of patients: children with spastic diplegia are prone to fear, timid, passive, have difficulty establishing contact with others, deeply experience a physical defect; children with hyperkinetic form of cerebral palsy are more active, emotional, sociable, often not critical enough to their disease, overestimate their capabilities.

So, the mental development of a child with cerebral palsy is characterized by a violation of the formation of cognitive activity, emotional-volitional sphere and personality.

Personality characteristics of children with cerebral palsy.

Among the types of abnormal development of children with cerebral palsy, developmental delays of the type of mental infantilism are most common. The basis of mental infantilism is disharmony of the maturation of the intellectual and emotional-volitional spheres with the immaturity of the latter, as well as the immaturity of late-forming brain systems. Mental development in infantilism is characterized by uneven maturation of individual mental functions.

There is a simple (uncomplicated) mental infantilism, it also includes harmonic infantilism. With this form, mental immaturity manifests itself in all spheres of the child's activity, but mainly in the emotional-volitional. Along with the uncomplicated form of mental infantilism, complicated forms are distinguished.

The main sign of mental infantilism is the underdevelopment of higher forms of volitional activity. In their actions, children are guided mainly by the emotion of pleasure, the desire for the present moment. They are self-centered, unable to combine their interests with the interests of others and obey the requirements of the team. In intellectual activity, the predominance of emotions of pleasure, self-

vein intellectual interests are poorly developed: these children are characterized by violations of purposeful activity. All these features together make up the phenomenon of "school immaturity", which is revealed at the first stage of schooling.

Data on the development of the frontal cortex and its role in the organization complex shapes behavior and activity of a person and the features of the clinical picture in mental infantilism gave rise to M.S. Pevzner argue that the basis of mental infantilism is the underdevelopment of the frontal and diencephalic-frontal systems of the cerebral cortex.

The defeat of the immature brain in cerebral palsy leads to the fact that the cortical brain structures, especially the late-forming frontal regions, mature unevenly and at a slow pace, which causes personality changes of the type of mental infantilism. However, a specific condition for the development of this type of personality deviations is improper upbringing, restriction of activity and communication associated with motor and speech insufficiency.

The immaturity of sick children, mainly of their emotional-volitional sphere, often persists even at senior school age, hinders their school, labor and social adaptation. This immaturity is disharmonious. There are cases of a combination of immaturity of the psyche with features of egocentrism, sometimes with a tendency to reasoning; in some children, emotional-volitional immaturity is combined with early manifestations of sexuality. Signs of immaturity of the emotional-volitional sphere in children of senior school age, manifested in behavior, increased interest in play activities, weakness of volitional effort, in purposeful intellectual activity, increased suggestibility, however, have a different color than in children of an earlier age. Instead of true liveliness and gaiety, motor disinhibition and emotional instability prevail here, poverty and monotony of play activity, easy exhaustion, and inertia are observed. There is no childish liveliness and immediacy in the manifestation of emotions.

Three variants of complicated mental infantilism in schoolchildren with cerebral palsy were identified. First, neuropathic, vari84

The ant of complicated infantilism is a combination of mental infantilism with manifestations of neuropathy. Neuropathy, or congenital childhood nervousness, is characterized by increased excitability and significant instability of the autonomic functions of the nervous system. Children with neuropathy are characterized by increased sensitivity to various stimuli, emotional excitability, exhaustion, often behavioral inhibition, manifested in the form of fearfulness, fear of everything new.

In the neuropathic variant of mental infantilism, children with cerebral palsy are distinguished by a combination of lack of independence, increased suggestibility with inhibition, fearfulness, and self-doubt. They are usually overly attached to their mother, have difficulty adapting to new conditions, and take a long time to get used to school. At school, many of them have cases of manifestations of increased timidity, shyness, cowardice, lack of initiative, low level of motivation, sometimes with increased self-esteem. All these personality traits can be the cause of violations of adaptation to school, in general, to the social environment as a whole. Children often have situational conflict experiences in connection with the dissatisfaction of their desire for leadership, egocentrism and self-doubt, increased inhibition and fearfulness.

Having not found recognition from their peers, some of these children show a tendency to withdraw into their inner world of fantasy, they develop a feeling of loneliness. All this leads to even greater disharmony in the development of personality traits. Long-term adverse effects environment inhibitory behaviors can become habitual, which will contribute to the formation of characterological deviations of the inhibitory type.

The "affect of inadequacy" in the neuropathic variant of mental infantilism manifests itself in various forms. One of the forms is protest reactions, which are transient behavioral disorders that arise on the basis of affective experiences (experiences of resentment, hurt pride, etc.). Protest reactions are characterized by a certain selectivity and direction.

In the neuropathic variant of mental infantilism in children with cerebral palsy, passive protest reactions predominate. They

manifested in the refusal of food, from verbal communication with certain individuals (selective mutism), in leaving home or school; sometimes they manifest as violations of individual somatovegetative functions: vomiting, enuresis (urinary incontinence), encopresis (fecal incontinence).

Much less often, as a result of passive protest, suicidal behavior can occur, which manifests itself either only in thoughts and ideas, or in making a suicidal attempt.

The most frequent manifestation of passive protest among students with cerebral palsy may be a refusal to fulfill certain requirements of a teacher or educator. With improper upbringing in the family - refusal to fulfill the requirements of parents.

A form of manifestation of the "affect of inadequacy" in students with cerebral palsy can also be reactions of refusal. They manifest themselves in the child's passivity, in the rejection of his usual desires and aspirations, often in the thoughtless nature of his answers, in the absence of a desire for contact with others. The child is acutely aware of the loss of perspective and, as it were, renounces claims.

Consolidation of the above forms of behavior, manifested in the form of passive protest, refusal, with improper upbringing contributes to the so-called pathocharacterological formation of an inhibitory type of personality. This is a psychogenic development of the personality due to the action of a psycho-traumatic situation for a long time and improper upbringing. At the same time, individual negative character traits are fixed; certain combinations inherent in one or another variant of pathocharacterological development are made up of them. So, with the inhibitory variant, a combination of such character traits as self-doubt, inhibition, resentment, and a tendency to fear arise. In children with cerebral palsy, this is largely facilitated by upbringing of the type of overprotection, which leads to the suppression of the child's natural activity, his desire for independence; as a result, the child gradually begins to consolidate a sense of dependence on adults, self-doubt, passivity, timidity as stable personality traits.

In some children with cerebral palsy, the consolidation of inhibitory forms of behavior was of a compensatory nature. This was usually observed in severe motor and speech disorders in children with

stored intelligence. With inhibition, slowness of reactions, lack of activity and initiative, the children, as it were, tried to disguise their motor speech defects. Possessing extended phrasal speech, the children, masking severe violations of sound pronunciation, only answered the questions they were asked in monosyllables, but they themselves never asked them, often refusing to perform the motor tasks available to them. Similar types of behavior were more often observed in children with spastic diplegia.

The second variant of complicated mental infantilism in schoolchildren with cerebral palsy is a combination of mental infantilism with symptoms of irritable weakness. This species is described in the literature as a cerebroasthenic variant of complicated infantilism. Manifestations of emotional and volitional immaturity in these children are combined with increased emotional excitability, with impaired attention, often memory, and low working capacity. The behavior of these schoolchildren is characterized by increased irritability, incontinence; characteristic of these students is a tendency to conflict with others, combined with excessive mental fatigue, intolerance to mental stress. Difficulties in teaching these children are associated not only with the underdevelopment of the emotional-volitional sphere, but also with their increased mental fatigue, rapid depletion of active attention. Their mood is extremely unstable, sometimes manifested with a hint of discontent, irritation. These children require constant attention, approval of their actions; otherwise, there are outbursts of discontent, anger, which usually end in tears. They most often exhibit affectively excitable forms of behavior, however, in a new environment for them, on the contrary, increased inhibition may manifest itself.

The children of this troupe often have incorrect relationships with the peer group, which adversely affects the further development of their personality. A feature of school age is the emergence of a new social need to find one's place in the peer group. If this need is not realized, various affective reactions may arise, manifested in the form of resentment, anger, isolation, and sometimes aggressive behavior.

The third variant of complicated mental infantilism in schoolchildren with cerebral palsy refers to the so-called organic infantilism, described by Russian psychiatrists.

The basis of organic infantilism is a combination of immaturity of the emotional-volitional sphere with disorders of intellectual activity, manifested in the form of inertia, stiffness of thinking, in the presence of a low level in the development of the generalization operation. These children are often motorally disinhibited, complacent, their purposeful activity is grossly disturbed, and the level of critical analysis of their actions and deeds is reduced.

Increased suggestibility is combined with manifestations of stubbornness, poor switching of attention. In these children, more pronounced than in the previously considered variants, cases of manifestations of impaired attention, memory, and a decrease in the level of working capacity are noted.

Manifestations of organic infantilism were more often observed in the atonic-static form of cerebral palsy, when there is damage or underdevelopment of the fronto-cerebellar structures. This is due to the role that the frontal cortex plays in the development of purposeful activity, motivation, i.e., the level of mental development that is necessary for the formation of the so-called personality core.

Emotional-volitional disorders in organic infantilism are characterized by great disharmony. Along with the features of "childhood", increased suggestibility, lack of independence, naivety of judgments, these children are characterized by a tendency to "disinhibition" of drives, insufficiently highly developed criticality; elements of impulsivity are combined with manifestations of inertia.

These children, during a clinical and psychological examination at the beginning of training, show a low level of personal readiness for learning. Their self-esteem and level of claims were inadequately high; there was also no adequate response to failure. Under the influence of additional unfavorable environmental factors, these children showed a tendency to develop characterological deviations of the excitable type. Children became restless, irritable, impulsive, unable to adequately take into account the situation, were uncritical of themselves and their behavior. Such forms of behavior tended to become fixed.

1.5 Characteristics of blind children

There are different degrees of vision loss: absolute (total) blindness in both eyes, in which light perception and color discrimination are completely lost; practical blindness, in which either light perception or residual vision is preserved, allowing to a certain extent to perceive light, colors, contours and silhouettes of objects.

Blindness in children can be congenital or acquired. Congenital blindness is the result of damage or disease of the fetus during fetal development or hereditary transmission of certain visual defects. Acquired blindness occurs as a result of diseases of the organs of vision (retina, cornea, vascular tract, etc.), diseases of the central nervous system (meningitis, meningoencephalitis, brain tumors localized in some of its areas), complications after infectious diseases (measles, scarlet fever, etc.). ), complications after general diseases of the body (flu, etc.), traumatic brain injuries (bruises or head injuries); traumatic eye injury.

The process of development of blind children is subject to the same basic laws as the development of sighted children. However, the loss of sight, which plays such an important role in human life and activity, causes some peculiarities in the development of blind children. They experience difficulties in the perception and observation of objects and phenomena of reality. Many signs of objects and phenomena of a visual (perceived by sight) nature - light, colors, etc. - are not directly perceived by the blind. Blind children have great difficulty in assessing spatial features: position, direction, distance, size, shape of objects, movement of objects, etc. All this impoverishes the sensory experience of blind children, makes it difficult for them to orient themselves in space, especially when moving, and the harmonious development of their sensory and intellectual functions are impaired.

In the absence of vision, there is a peculiarity of the orienting reaction, especially to sound stimuli. In contrast to sighted children, in the blind, the orienting reaction to sounds intensifies and does not fade for a long time. This is explained by the fact that with the loss of vision, sounds are a very important factor in the orientation of the blind in the surrounding reality.

The process of formation of sensory experience in blind children is slow and has its own characteristics, requiring the use of special correctional and pedagogical means of influence. Blindness causes delays in the formation of movements, which are manifested, in particular, during physical education. To overcome this shortcoming, special techniques are used to help blind children develop the skills to control their movements based on auditory, skin and motor sensations. In some children, due to loss of vision, changes in the emotional-volitional sphere are observed, and negativism is manifested. Often, clearly expressed difficult experiences arise in connection with failures in teaching, work, and in everyday life. A properly organized system of education and training helps to overcome such negative phenomena.

The characteristics of blind children do not affect the development of higher forms of mental activity. In the process of education and training, in connection with mastering the system of knowledge, skills and habits, the negative phenomena of blindness are gradually overcome and counteracting compensation processes develop. Ways and methods of compensation depend on the content, methods, conditions and organization of training.

In blind children, a huge role in the formation of figurative thinking and orientation is played by visual representations preserved in memory.

Great importance in compensation for blindness has the formation of social motives of activity, ideological orientation, consciousness. The ways and degree of development of compensation also depend on the age at which vision was lost, on the causes of blindness, on the presence of residual vision, on the presence and severity of disorders of the central nervous system and the functions of the whole organism of children.

CHAPTER 2. METHODOLOGICAL APPROACHES TO EXPERIMENTAL WORK WITH OLDER PRESCHOOL CHILDREN WITH VISUAL IMPAIRMENT (5-6 YEARS)

2.1 Diagnosis of the level of formation of perception in children of senior preschool age with visual impairment (5-6 years)

To assist the educator in correlating visual functionality with actual perception, methods for diagnosing perceptual development can be proposed. In the course of classes using these methods, the child's presence or absence of visual attention, ideas, image recognition capabilities, and elementary skills in working with visual material are revealed.

The methods proposed below include tasks of varying degrees of complexity, which are designed to work with children of senior preschool

Method 1. Visual recognition of images with enhanced features

This simplest technique is designed to identify among children with low vision those who can take part in the course of developing visual perception. On fig. 1.1. – 1.3. (see Appendix 1) and 2.1. (see Appendix 2) presents geometric figures and object images painted in black and basic chromatic colors.

To complete the first task, you will need 2 sets of cards. One of them includes 5 cards with images corresponding to fig. 1.1. – 1.3. and 2.1., or other images chosen by the teacher. The second set contains the same 5 images and additionally a few "extra" images, if the child's developmental level allows it. Otherwise, the second set must also consist of 5 cards.

The child is sequentially presented with cards from the first set. The child must choose from "his" set an image that is identical to the one presented (non-verbal form of application of the technique).

Only the first (basic) set of cards participates in the second task. The teacher sequentially presents the child with images and asks him to name the shape and color of the figures (verbal form). When examining each drawing, the child may be asked the question: where is this or that figure - above, below, on the right or on the left? Thus, the teacher will receive information about the child's perception of the main features of images: shapes, colors, locations in space. If the child does not complete both tasks, then this indicates that his visual functionality is insufficient for classes in the course of the following methods. If two or even only the first task is completed, further correctional work can be carried out with children.

Technique 2. Visual identification of volumetric and flat objects and their correlation

For work, objects are selected that the child encounters in everyday life and which are of particular importance to him (dishes, clothes, furniture, etc.). The simplest task of this technique is the correlation of a three-dimensional and two planar objects, one of which is an image of a three-dimensional object. The most difficult task is to choose one of the seven images, which corresponds to a three-dimensional object. Tasks are performed both at the verbal level (correlating objects by similarity without naming them) and at the verbal level (with naming objects).

In this technique, a three-dimensional object (a cup) and five images of objects (a cup, a briefcase, a watch, a hat, a house) were chosen. First, the child is presented with a natural object, then five images of objects. He had to (a) name a natural object, then (b) select its image from the five pictures presented, and finally (c) name all five images. The time for solving the problem was practically unlimited, however, with too long pauses (more than 3 minutes), the child is persistently asked to complete the task. If the child is wrong, he is asked a general question: “Are you sure? Look closely." If after that the child corrects the mistake, then the result is recorded in the protocol: “correct execution with the help”; if it does not correct or gives another incorrect answer, then the result is recorded in the protocol: “incorrect execution”. The performance of tasks (a), (b), (c) is marked as follows: 2 points - if the child makes no more than two mistakes when naming a real object and/or 5 subject images; 1 point - if the child makes a mistake more than two times when naming a real object and / or 5 object images; 0 points - incorrect correlation of a real object and its image, errors in the identification of almost every object image. During the examination, it is noted what kind of assistance the child needs (attraction of attention, assistance in highlighting significant parts / details of the image that can facilitate his identification, etc.).

Method 3. Development of hand-eye coordination

The simplest tasks of this technique consist in tracing, with the help of the hand and eye, either wavy or broken lines depicted on sheets of white paper.

In my version of Fig. 1.4 (see Appendix 1) a test sheet is used, which shows two mixed up lines; at the end and at the beginning of each line there are figures; at the beginning of both lines - a shepherd, at the end of one line - a sheep, at the end of the other - a pig. Children are shown a test sheet and asked (a) the question: “Look at the picture! What is drawn here? The child must consider the drawing, identify the images, name them. If the child does not find or name any image, the teacher draws the child's attention with the question: “Look carefully! What is shown below (top, left, right, etc.)?” After the child recognizes and describes the images, (b) he must "pass" the felt-tip pen along the two test lines. The child is given the following instruction: “If the shepherd follows one path, he will come to the sheep, and if along the other, he will come to the pig. The paths are very confusing. They go through the swamp, and it is impossible to leave the path. Take a felt-tip pen and lead the shepherd boy along the path.

In task (a), the finding and non-finding of all the figures and the correctness of their identification are noted, and in task (b), the tracing or non-tracing of both lines to the end is noted. Additionally, the nature of the line tracing, slipping from one line and moving to another, shifts of the felt-tip pen from the line, and stops are noted. The results of the implementation of paragraph (a) are recorded by the teacher in the protocol, but are not evaluated in points. The correctness of the execution of paragraph (b) is evaluated in points as follows: 3 points - tracing both lines to the end, no more than three stops and shifts from the line; 2 points - following both lines to the end, more than three stops and shifts from the line; 1 point - following one line to the end, stopping, slipping from one line and moving to another; 0 points - failure to complete the task.

The study of visual perception using the above methods is carried out before the start, after six months and after one year of remedial training. The obtained individual data are compared, which makes it possible to draw a conclusion about the dynamics of changes in the state of visual perception in the course of remedial training.

Method 4. Spatial orientation in a schematic drawing

To implement this technique, simple and complex labyrinths are used. In my study, one of the labyrinths (a) is a combination of horizontal and vertical lines (Fig. 1.5.) (see Appendix 1), the other (b) is the intersection of wavy lines without clear boundaries (Fig. 2.2.) (see Appendix 2). First, a labyrinth (a) is presented and the child receives the following instruction: “The picture shows a confusing labyrinth. You must enter the labyrinth from this place (the beginning is indicated to the child and a cross is placed) and go through it to the exit (the teacher slowly leads along the labyrinth and marks the exit). There are dead ends in the labyrinth. You cannot enter them. Try to walk through the maze without stopping and do not cross the drawn lines” (the teacher shows the horizontal lines of the labyrinth). The child must pick up a felt-tip pen and use it to go through the labyrinth to the exit.

After completing the task, the child is presented with a labyrinth (b) with the following instruction: “This is the same labyrinth. There are two boys here. One needs to get to the other to play. Guide this boy with the ball (the teacher shows the beginning of the maze). Try not to hit the bushes. Take the boy along the bushes ”(on a small section of the labyrinth, the teacher shows how to do this).

The protocol records: 1) the presence / absence of preliminary orientation in the task; 2) the quality of preliminary orientation in the task: visual orientation (the child looks at the picture and tries to visually outline the possible path along which he will “pass” the labyrinth with the help of a felt-tip pen; visual-motor orientation (looking at the picture, the child tries to outline a possible path, trying to go through the maze with with the help of a finger, or when examining a drawing, the child shows with his finger what attracted his attention); 3) entering the dead ends of the labyrinth; 4) stops during the passage of the labyrinth; 5) the time of passage of each labyrinth; 6) passing / not passing the maze to the end. The quality of the implementation of the "Labyrinths" methodology is assessed by the results of passing each labyrinth for each of the paragraphs. 1 - 2 and 5 - 6 separately. Items 3-4 are evaluated simultaneously. After that, the total score for each maze is summed up separately.

Assignment grades:

1 point - there is a preliminary orientation;

0 points - no preliminary orientation;

2 points - visual orientation;

1 point - visual-motor orientation;

2 points - in each labyrinth it is permissible to make no more than two dead ends and no more than two stops at the same time (no more than 4 errors in total).

1 point - in each labyrinth it is permissible to make no more than three dead ends and no more than three stops at the same time (no more than 6 errors in total).

0 points - more than four dead ends and more than four stops at the same time in each maze (more than 8 errors in total).

3 points - passing the maze within 1 minute.

2 points - the passage of the maze in the range from 1 min. up to 2 min.

1 point - the passage of the maze in the range from 2 minutes. up to 2 min 30 sec.

0 points - passing the maze in more than 2 minutes. 30 sec.

2 points - passing the maze from beginning to end.

1 point - passing half of the maze.

0 points - passing less than half of the maze.

Technique 5. The ability to restore the whole object image from parts according to the model

The simplest task of this technique is to compose a whole image from parts in the presence of a sample in the field of view of the child. The size of the image is approximately 1.5 x 1.5 cm. The number of parts into which the picture is cut should correspond to the age of the child and the state of his vision. So, for example, a picture cut into 2 parts can be offered to a child of 2 years old and a child of 8-10 years old with residual vision. In my study, pictures with clear contrasting images of fruits, vegetables, animals were cut vertically and horizontally into 4 (first option) and 8 (second option) equal parts. First, the child examines and describes the whole image (a), then he must assemble this image from parts, having a sample in front of his eyes (b).

A more difficult task is to finish drawing the image (pyramid) based on its fragments (Fig. 1.6. (See Annex 1).

The protocol records (a) the name of the image, (b) the accuracy of the description on the questions of the teacher (what color, shape, how many objects (if there are several), where it is located (upper, lower, right, left, ...), (c) completing the task to compose the whole, (d) the strategy of composition (chaotic enumeration of parts or purposeful selection of parts).Only the fulfillment of item (c) is evaluated in points.

3 points - drawing up a whole picture without the help of a teacher.

2 points - drawing up a whole picture with a little help from the teacher (for example, attracting attention, helping to orient the element selected by the child, etc.).

1 point - independent compilation of only part of the image.

0 points - failure to complete the task.

2.2 Analysis of the results of children of senior preschool age with visual impairment

Analysis by method 1.

1. Vika E. - was able to recognize the images, will be able to study at the course of visual perception development.

2. Julia V. - was able to identify the images, will be able to study at the rate of development of visual perception.

3. Roma D. - was able to identify the images, will be able to study at the rate of development of visual perception.

4, Sasha T. - was able to identify the images, will be able to study at the course of visual perception development.

5. Vadim M - could not identify the images, not suitable for this course.

Analysis by method 2.

1. Vika E. - was able to identify three-dimensional and planar objects, there is a spatial representation.

2. Julia V. - was able to identify three-dimensional and planar objects, there is a spatial representation.

3. Roma D. - was able to identify three-dimensional and planar objects, there is a spatial representation.

4. Sasha T. - was able to identify three-dimensional and planar objects, there is a spatial representation.

Analysis by method 3.

1. Vika E. - visual-motor coordination is developed not badly for a child with impaired vision. She coped with the tasks.

2. Julia V. - hand-eye coordination is developed not badly for a child with impaired vision. Almost completed the assignment.

3. Roma D. - visual-motor coordination is developed not badly for a child with impaired vision. Almost completed the assignment.

4. Sasha T. - hand-eye coordination is poorly developed. Task completed partially

Analysis according to method 4

1. Vika E. - spatial orientation is poorly developed. Task completed partially

2. Julia V. - spatial orientation is poorly developed. Task completed partially

3. Roma D. - spatial orientation is poorly developed. The task was partially completed.

4. Sasha T. - spatial orientation is poorly developed. The task was partially completed.

Analysis according to method 5

1. Vika E. - visual perception is developed to an average degree. The task was completed with the help of a teacher.

2. Julia V. - visual perception is developed to an average degree. The task was completed with the help of a teacher.

3. Roma D. - visual perception is poorly developed, partially coped with the task.

4. Sasha T. - visual perception is poorly developed, he partially coped with the task.

During the diagnostics, the children showed interest, but during the diagnostics they were distracted, lost interest in the performance, because. with visual impairment, accurate and complete perception is reduced, as well as the speed of perception, which makes it difficult and slows down the recognition of objects. In general, spatial representations and visual perceptions are developed to an average degree. Corrective and educational work started in a timely manner contributes to the development of spatial representations in children with more severe disorders.

CONCLUSION

The health of a child (physical and spiritual) depends on how he sees the world around him, how we present it. One of the main tasks of educators and parents is to give the child as much natural knowledge as possible to more accurately express himself and his behavior.

Taking into account all the factors of a child's development, experts came to the conclusion that the preschool period is one of the most important and responsible in a person's life, that it is during this period that the desire to comprehend the world appears and, perhaps, disappears once and for all.

During the work, in the section “Visual perception” with children of senior preschool age with visual impairment, I think we have achieved good results. In my opinion, the educator performs leading role in the all round development of the child. A lot depends on the teacher. The more he will pay attention to the child, the more developed the child will be. If the educator seeks to give children knowledge, emotionally sets out new material, then we can say with confidence that success will be achieved.

LITERATURE

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Consultation for teachers-defectologists "Peculiarities of mental processes in children with visual impairment"

Features of mental processes in children with visual impairment

Features of attention. Attention is the focus and concentration of consciousness, which implies an increase in the level of sensory, intellectual or motor activity. Due to lack vision in children is often impaired involuntary attention (narrow stock of knowledge and ideas). The decrease in voluntary attention is due to violation emotional-volitional sphere and leads to disinhibition - a low amount of attention, randomness, i.e. non-purposefulness, a transition from one type of activity to another or, conversely, to inhibition children: inertia, low level of switching attention. Attention often switches to secondary objects. distraction children often due to overwork due to prolonged exposure to auditory stimuli and therefore children with visual impairment fatigue sets in faster than normal-seeing peers. However, A. G. Litvak argues that the attention of the visually impaired is subject to the same laws as that of the normally seeing and can reach the same level of development. The education of attention and the formation of mindfulness are carried out on the same basis and by the same ways, as in the public school.

Memory Features. Memory is a form mental reflection, which consists in fixing, saving and subsequent reproduction of information.

Considering specific features of the memory of the visually impaired, Litvak A. G. (1998, notes that defects in the visual analyzer, violating the ratio of the main processes- excitation and inhibition, negatively affect the speed of memorization. The rapid forgetting of the learned material, according to the author, is explained not only by the insufficient number or lack of repetitions, but also by the insufficient significance of objects and the concepts denoting them, about which children with visual impairment can only get verbal knowledge. Limited volume, reduced speed, and other deficiencies in memorization for the visually impaired children are of a secondary nature, i.e., they are not caused by the defect itself vision, and the deviations caused by it in mental development.

At children with visual impairment the role of verbal-logical memory increases. Poor preservation of visual images, rapid decay of visual images and a decrease in long-term memory were revealed. The volume of short-term auditory memory in all categories children with visual impairment. The researchers note that visually impaired memory patterns tend to fade quickly if not reinforced. The importance of verbal information for the visually impaired plays special role in its preservation. With age, there is a transition from an involuntary type of memory to an arbitrary one.

Process recognition in the visually impaired depends on how fully the image of the perceived object was previously formed. T. P. Golovina (1989) notes that visually impaired people lag behind those who see normally in terms of the correctness of recognition, the specificity of perception, it is characteristic of them a large number of errors, lack of ability to identify and characterize the properties of the whole image. However, the inclusion of preserved analyzers in the process of recognition contributes its effectiveness. Memory processes(save and forget) depend on the quality of assimilation of the material, its significance for the individual, the number of repetitions, typological personality traits. Memorization in visually impaired precise and simple movements requires 8-10 repetitions, while in normal vision - 6-8 repetitions. Therefore, for the assimilation of a motor action, visually impaired children require more repetitions than for normally seeing children, since in the absence of reinforcements is found tendency to the extinction of the motor image. Even short periods of time (vacation period) between reinforcements have a negative impact on their representations, which is manifested in a decrease in the level of adequacy of perception images. IN process special education children with deficiency vision master the skills of tactile-visual and visual recognition, and sometimes the non-specificity of recognition is used - by secondary, insignificant signs ( For example: according to the sound characteristic of a given object, smell, thermal conductivity, etc.). The type and type of memory depends on the dominant nature of the activity and the content of the material. Therefore, the involvement of students with visual impairment to various activities and the use of all safe analyzers is an incentive and a condition for the development of various types and types of memory (A. G. Litvak, 1998).

Features of perception. Perception is mental process reflections in the mind of a person of objects, the surrounding world as a whole, in the aggregate of properties. At children with visual impairment visual sensations are weakened, and the perception of the outside world is limited. These difficulties affect the degree of completeness, the integrity of the images of displayed objects and actions. Depending on the degree of damage to visual functions violated integrity of perception. If normally, most people form a visual type of perception, then visually-motor-auditory perception dominates in visually impaired people. The amount of attention in younger students is small. They able simultaneously perceive one or two movements or individual elements of movements.

Violation visual analyzer leads to the formation of new inter-analyzer connections, a change in the dominance of other sensory systems. Yu. A. Kulagin's research (1969) showed the identity of the neural mechanisms of perception in normal and pathological conditions vision, as well as the possibility of assimilation by the visually impaired of a certain amount of knowledge, skills and abilities.

Features of thinking. Thinking is a generalization and indirect reflection of objects and phenomena of reality in their essential features, connections, relationships.

Tiflopsychologists claim that children with visual impairment, go through the same stages in the development of thinking and at about the same age, and can solve problems without relying on visual perceptions. With a preserved intellect, mental processes develop as normal-seeing peers. However, some differences are observed. At children with visual impairment narrowed the concept of the surrounding world ( especially in younger children, judgments and conclusions may not be fully justified, since real subjective concepts are insufficient or distorted. The visually impaired have verbal-logical and visual-figurative thinking. Individual students may be dominated by one or another type of thinking.

The specific development of a child with developmental problems caused by violation one of the systems of the body and its functions, takes place against the background of the activation of protective properties and the mobilization of reserve resources that resist the onset of pathological processes. This is where the potential for compensation comes into play. IN process Abnormal development manifests not only the negative aspects, but also the positive possibilities of the child. They are way of adaptation personality of the child to a certain secondary developmental disorder.

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