PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF CHILDREN OF PRIMARY SCHOOL AGE WITH VISUAL IMPAIRMENT IN THE CONDITIONS OF A MASS SCHOOL
УДК 376.3
Abstract
The article deals with the actual problem of psychological and pedagogical support of younger schoolchildren with visual impairment; analyzes the features of children's adaptation to school, taking into account visual and related defects; the main directions of the work of a teacher-psychologist in organizing a system for supporting the process of development of children of this category in the conditions of their education in a mass school are studied. The authors of the article present an overview of the activities of a number of schools in the city of Yekaterinburg and the Sverdlovsk region to work in the field of inclusive education with this category of children. The research methods were comparative analysis and synthesis, generalization, concretization. Conclusions are drawn that professionally built psychological and pedagogical support allows creating effective conditions for successful adaptation and further development of students with visual impairment in a general education institution.
Key words: psychological and pedagogical support, primary school age, visual impairment, inclusive education, adaptation.
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References
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