TECHNOLOGIES OF SOCIAL AND PEDAGOGICAL SUPPORT FOR STUDENTS WITH VISUAL IMPAIRMENTS IN THE GENERAL EDUCATION ENVIRONMENT
DOI:
https://doi.org/10.32405/2308-3778-2024-28-1-112-123Keywords:
social and psychological support, students with visual impairments, inclusive education, barriers to the social and physical environment, educational space, adaptationAbstract
The article presents practical approaches to implementing technologies for social and pedagogical support for students with visual impairments in the general education environment. The research's relevance is determined by the reform of education for children with special needs in the current realities of martial law and the related challenges of implementing inclusive education. The article aims to provide practical recommendations for adapting the educational environment to the characteristics and needs of students in various types of educational activities, emphasizing the adaptability and flexibility of the educational environment.
The article employs general scientific research methods: theoretical analysis and synthesis to identify barriers in the educational environment to the learning and development of children with visual impairments and to justify social and pedagogical technologies for overcoming them; comparison to determine the levels of support and effective means of adaptation according to the developmental characteristics of children; and modeling to substantiate effective technologies for pedagogical support in various types of educational activities.
Based on the research findings, the article highlights the leading technologies of social and pedagogical support for students with visual impairments in the general education environment. It offers recommendations on the formation and organization of a support team, the organization of the spatial and physical environment of the educational institution, the use of corrective equipment, and the organization of educational activities according to the child’s development features caused by visual impairments. Practical advice is provided regarding methodological support for spatial orientation and mobility and for students’ physical, cognitive, linguistic, emotional, and volitional development.
The scientific novelty of the researched issue lies in a comprehensive approach to defining and applying technologies for the social and pedagogical support of students with visual impairments. The research results, which are of significant importance, can be used by educators in general secondary education institutions where children with visual impairments study to adapt the educational environment to the needs of these children.
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Copyright (c) 2024 Iryna Hudym, Viktoriia Dykhta-Kirff
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