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Яндекс.Метрика

DOMESTIC EXPERIENCE OF PEDAGOGICAL SUPPORT FOR VISUALLY IMPAIRED LEARNERS WITH MULTIPLE DEVELOPMENTAL DISORDERS: A HISTORICAL OVERVIEW

Reviakina Valentina Ivanovna, Chebotareva Olga Vladimirovna

DOI: 10.23951/2307-6127-2021-3-241-247

Information About Author:

Revyakina V. I., Doctor of Pedagogical Sciences, Professor, Tomsk State Pedagogical University (ul. Kiyevskaya, 60, Tomsk, Russian Federation, 634061). Email: revyakinavi@tspu.edu.ru; val.rev@yandex.ru Chebotareva O. V., Teacher, Special (Correctional) General Education School for Students with Limited Health Capacities (pr. Mira, 79а, Noyabrsk, Yamalo-Nenets Autonomous district, Russian Federation, 629802). E-mail: ochebotareva@mail.ru

This article presents the process of development of pedagogical support of visually impaired learners with multiple severe developmental disorders (exemplified by deafblind learners), including visually impaired learners in Russia and Siberia, starting prior to the revolution of 1917 until the present day. Experience has proven it is essential to know the history of pedagogical support of visually impaired learners with multiple severe developmental disorders to gain a better understanding of the current status of the subject. This pedagogical research allows you to trace the dynamics of the formation of special institutions in chronological order from the beginning to the present time. The establishment of such institutions took place on charitable basis without state financial support. The role of the All-Russian Society of the Blind in organizing the employment of blind adults and current status of rehabilitation centers are shown. The article considers the emergence of scientific schools and their role in the development of the content and methods of teaching blind and deafblind children. Pedagogical and typhlopedagogical developments that occurred many years ago leave a significant mark in science. It is emphasized that the interest of science in teaching the blind was born very slowly. Only by the middle of the twentieth century a network of state special institutions for blind and deafblind children has appeared. Some prominent scientists and teachers who have made a valuable contribution to typhlopedagogy are noted.

Keywords: special institutions of pedagogical support for the blind and deafblind children, typhlopedagogy, students with multiple severe developmental disorders

References:

1. Artemenko M. V. Korrekstionno-pedagogicheskoye soprovozhdeniye detey s narusheniyem zreniya k postupleniyu v shkolu [Correctional and pedagogical support for children with visual impairment to enter school]. Materialy i metody innovatsionnykh issledovaniy i razrabotok: sbornik statey mezhdunarodnoy nauchno-prakticheskoy konferentsii: v 3 chastyakh [Materials and methods of innovative research and development: collection of articles of the international scientific and practical conference: in 3 parts]. 2016. Pp. 148–152 (in Russian).

2. Artyukevich E. V., Nikulina G. V. Mediko-psikhologicheskoye soprovozhdeniye detey s narusheniyem zreniya v obrazovatel’nom uchrezhdenii [Medico-psychological and pedagogical support of children with visual impairments in an educational institution]. Nauchno-prakticheskiye problemy obrazovaniya invalidov kak sotsial’noy gruppy: materialy nauchno-prakticheskoy konferentsii Rossiyskogo gosudarstvennogo pedagogicheskogo universiteta im. A. I. Gertsena [Scientific and practical problems of education of disabled people as a social group: materials of the scientific and practical conference]. Saint Petersburg, RSPU Publ., 2000. Pp. 100–103 (in Russian).

3. Feoktistova V. A. Khrestomatiya po istorii tiflopedagogiki [A textbook on the history of typhlopedagogics]. Moscow, Prosvescheniye Publ., 1981. 71 p. (in Russian).

4. Feoktistova V. A. Istoriya sovetskoy tiflopedagogiki, shkoly slepykh i slabovidyashchikh: uchebnoye posobiye [History of Soviet typhlopedagogy, schools of the blind and visually impaired: tutorial]. Leningrad, LGPI named after A. I. Herzen Publ., 1980. 71 p. (in Russian).

5. Nikulina G. V. Skola dlya vsekh: obrazovaniye slepykh i slabovidyashchikh: sbornik statey [School for all: education of the blind and visually impaired: collection of articles]. Under the general editorship of G. V. Nikulina. Saint Petersburg, RSPU Publ., 2015. 96 p. (in Russian).

6. Zemtsova M. I. Puti kompensatsii slepoty v protsesse poznavatel’noy i trudovoy deyatel’nosti [Ways to compensate blindness in the process of cognitive and labor activity]. Akademiya pedagogicheskikh nauk RSFSR, Institut defektologii [Academy of pedagogical Sciences of the RSFSR, Institute of defectology]. Moscow, APN RSFSR Publ., 1956. 419 p. (in Russian).

7. Zal’tzman L. Nezryachiy rebenok skvoz’ prizmu problem sovremennoy korrektsionnoy skholy i obshchestva [Blind child through the prism of problems of modern correctional school and society]. Shkol’nyy vestnik, 2007, no. 1, pp. 2–10 (in Russian).

8. Ermakov V. P. Osnovy tiflopedagogiki: Razvitiye, vospitaniye i obucheniye detey s narusheniyami zreniya [Fundamentals of typhlopedagogy: Development, upbringing and training of children with visual impairments]. Moscow, 2012. 237 p. (in Russian).

revyakina_v._i._241_247_3_37_2021.pdf ( 376.26 kB ) revyakina_v._i._241_247_3_37_2021.zip ( 367.63 kB )

Issue: 3, 2021

Series of issue: Issue 3

Rubric: REVIEWS

Pages: 241 — 247

Downloads: 1250

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