Изучение пространственно-зрительных представлений у старших дошкольников с ограниченными возможностями здоровья

Abstract

The research aims to summarise results of studying spatial and visual perception in senior preschool children with normotypical development and children with health limitations (severe speech disorders and delayed mental development). The article presents scientific and methodological foundations for spatial and visual perception formation in senior preschool children with different starting capabilities; the authors have conducted a comparative analysis and summarised results of studying spatial and visual perception in normotypical senior preschool children and their peers with severe speech disorders and delayed mental development attending groups of combined orientation, that is, students in the setting of inclusive preschool education. Scientific novelty of the research lies in developing a comprehensive methodology for studying spatial and visual perception, which makes it possible to assess the level of this perception formation and identify children at risk who are in need of special classes on forming topological, temporal and optical perception during transition to school. As a result of a qualitative and quantitative analysis of topological, temporal, visual and optical perception in preschool children, the authors have added to the research material on spatial and visual perception in normotypical children, in children with severe speech disorders and delayed mental development, which allows for these disorders prevention in the process of preparing for written speech acquisition (dysgraphia, dyscalculia and dyslexia).