Peculiarities of the selection of the content of science textbooks for teaching children with profound visual impairments

S.O. POKUTNEVA; O.V. DZHUS; N.V. TRUSH

doi:10.38014/osvita.2020.86.26

Autor

S.O. POKUTNEVA Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine
O.V. DZHUS Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine https://orcid.org/0000-0001-9363-689X
N.V. TRUSH Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine

##plugins.pubIds.doi.readerDisplayName##:

https://doi.org/10.38014/osvita.2020.86.26

Słowa kluczowe:

inclusive education, children with special educational needs, visually impaired students, blind and partially sighted students, textbook, content of education

Abstrakt

The peculiarities of selecting the content of science textbooks for children with profound visual impairments, the specifics of introducing inclusive education for children with special educational needs to avoid learning difficulties, adaptation of educational materials for visually impaired children among other children with special educational needs are analyzed in the article. Peculiarities of speech-communicative, cognitive, emotional-volitional and personal development of children with profound visual impairment are considered; Obstacles in mastering the usual learning skills are identified and ways to overcome them by selecting the appropriate material in science textbooks are outlined. It is proposed to further develop the study in the direction of extrapolation of experience in the preparation of textbooks in science in the implementation of the Concept “New Ukrainian School”, retransmission of educational achievements of scientists and practitioners of specialized schools in inclusive education and preparation of relevant educational literature.

Bibliografia

Vyigotskiy L.S. (1983). Osnovyi defektologii. Pod. red. T. A. Vlasovoy. M.: Pedagogika. T. 5. 369 s.

Davyidov V.V. (1987). Osobennosti realizatsii soderzhatelnogo obobscheniya v obuchenii. Hrestomatiya po psihologii. Pod red. A.V.Petrovskogo. 2-e izd., pererab. i dop. M.: Prosveschenie. 447 s.

Davyidov V.V. (1996). Teoriya razvivayuschego obucheniya. M.: INTOR. 544 s.

Ermakov V.P., Yakunin G.A., (1990). Razvitie, obuchenie i vospitanie detey s narusheniyami zreniya. M.: Prosveschenie. 223 s.

Kostenko T.M., Hudym I.M. (2019). Navchannia ditei iz porushenniamy zoru : navchalno-metodychnyi posibnyk. Kharkiv: Vyd-vo «Ranok». 184 s.

Pokutneva S.O. (1993). Individualnyiy podhod v obuchenii slepyih i slabovidyaschih uchaschihsya v podgotovitelnyiy period. Kiev. 72 s.

Pokutnieva S.O. (2008). Naukovo-teoretychni zasady formuvannia zmistu navchannia v osvitnii haluzi «Liudyna i svit» u shkolakh dlia ditei z hlybokymy porushenniamy zoru: monohrafiia. K. 204 s.

Pokutnieva S.O. (2014). Kompensatsiia yak osnovna forma rozvytku ditei z hlybokymy porushenniamy zoru. Osoblyva dytyna. K. S. 22-30.

Pokutnieva S.O. (2009). Svit navkolo tebe: pidruch. dlia slabozorykh uchniv 1 klasu: u 2 ch. K.: Pedahohichna dumka, 2009. Ch. 1: Pidhotovcha (dlia urokiv z kompensatornoho rozvytku). 95 s.

Pokutnieva S.O. (2010). Svit navkolo tebe: pidruch. dlia slabozorykh uchniv 1 klasu : u 2 ch. K.: Pedahohichna dumka, 2009 – 2010. Ch. 2 : Dlia urokiv z kursu «Ia i Ukraina». 104 s.

Pokutnieva S.O. (2012). Svit navkolo tebe: navch. posib. dlia 2-ho kl. pochat. shk. slabozorykh uchniv: u 2 ch. K.: Pedahohichna dumka. Ch. 2: Osnovna: (dlia urokiv z kursu «Pryrodoznavstvo»). 90 s.

Synova Ye.P. (2012). Osoblyvosti rozvytku i vykhovannia osobystosti pry hlybokykh porushenniakh zoru : monohrafiia. K. : Vyd-vo NPU imeni M.P. Drahomanova, 442 s.

Ya doslidzhuiu svit: pidruch. intehr. kursu dlia 1-ho kl. zakl. zah. sered. osvity: (u 2-kh ch.): ch. 1 / Hilberh T. ta in. Kyiv: Heneza, 2018. 112 s.