Children with Visual Impairment: the Specificity of Social Interaction with Peers in the Educational Process / Almanac #46 / Archive / Альманах Института коррекционной педагогики
ALMANAC Institute of Special Education
Almanac #46 " Herzen University: new research in defectology"

Children with Visual Impairment: the Specificity of Social Interaction with Peers in the Educational Process

G.V. Nikulina Herzen State Pedagogical University, St.Petersburg, St.Petersburg
A.G. Fomicheva Herzen State Pedagogical University, St.Petersburg, St.Petersburg

This article describes issues of the specificity of social interaction between children with visual impairment and their peers during the period of admission to the school. The relevance, significance of this problem and its insufficient development in typhlopedagogy are proved. The phenomenological characteristic is presented and the necessity of studying the state of its structural components is determined. The main results of a comparative analysis of the level of readiness for social interaction of children with visual impairments in comparison with normally seeing peers are reflected. The presence of a statistically significant lag in the level of development of readiness for social interaction with peers in first-graders with visual impairments has been proved; the differentiated influence of an abnormal factor on the level of development of this phenomenon in children with different degrees and nature of visual impairments has been determined; the uniqueness of its components in children under visual deprivation has been revealed. The necessity of typhlopedagogical support for the development of readiness of visually impaired children for social interaction with peers in preschool age is proved.

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