Abstract
The article considers the problem of compensatory education for children with disabilities in conditions of inclusive education. Based on the experience of the work of the educational organization, the features of organization of the process of teaching visually impaired children of preschool and primary school age are revealed. Attention is focused on ensuring continuity between preschool and primary education of children with visual impairments.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have