PECULIARITIES OF VISUAL PERCEPTION OF VISUALLY IMPAIRED CHILDREN

Abstract

The author proved that limited opportunities in children manifest themselves in significantly limited life activities, which in turn significantly affect social maladaptation. A deep and comprehensive analysis is needed not only to understand modern experience in this field and successfully finda solution for this problem, but also to perceive the historical and pedagogical heritage of the past. Critical analysis of historical experience contributes to better understanding and eventual solving of the problems of modern typhlopedagogy. The concept "visually impaired"is described. The categories of these children are defined. It is characterized that amblyopia is understood as various forms of decreased visual acuity caused by functional disorders of the visual apparatus. It is established that the term "strabismus" combines lesions of the visual and oculomotor systems that are different in origin and localization, causing periodic or permanent deviation of the eyeball. The authors proved that amblyopia and strabismus, causing a decrease in visual acuity and visual functions, inevitably cause visual deprivation. It is proved that children with strabismus and amblyopia of monocular vision experience significant difficulties in determining the color saturation, shades and lightness of objects, the size of three-dimensional objects. It is established that this causes the impoverishment of the child's sensory experience, difficulty in orientation in space, disharmonious development of sensory and intellectual functions, which affects the development of visual-effective and visual-imaginative thinking. The author, in the course of analyzing psychological and correctional sources, concludes that the process of perception of educational material by students with visual impairments largely depends on the clinical picture of the visual defect, on the structural and functional disorders of this analyzer. It is determined that correctional and pedagogical work is organized and methodically directed depending on the functional disorders of vision (acuity, field, binocularity, gaze fixation, etc.), various ergonomic recommendations are determined by the author (visual, tactile, physical activity, illumination of the working surface of the table, etc.). The author proved that ICTs can become a significant factor of positive changes, because their application allows attracting more participants in education at a lower cost, meeting the requirements of social justice for all groups of the population, opens up broad prospects for improving the quality of education, its accessibility for people with special psychophysical development, contributing to equal access to information and educational services, full and fruitful social integration. Introduction of open access repositories with educational and scientific content will provide alternative ways of acquiring knowledge despite time or space constraints.