Дисертаційне дослідження присвячене проблемі формування навичок
просторового орієнтування в старших дошкільників зі зниженим зором.
Просторове орієнтування розглядається як необхідна умова реалізації їх власних
потреб і можливостей, подолання ізольованості та успішної інтеграції в соціум
однолітків з нормальним зором та потребує цілеспрямованого процесу його
формування. Визначено компоненти, розроблено показники та критерії щодо рівнів
сформованості навичок просторового орієнтування в старших дошкільників зі
зниженим зором.
Встановлено особливості формування навичок просторового орієнтування в
старших дошкільників зі зниженим зором, що полягають у дотриманні методичних
умов. Обґрунтовано та розроблено комплексну методику формування навичок
просторового орієнтування у старших дошкільників зі зниженим зором, уточнено
зміст, визначено напрямки корекційної роботи, розкрито організаційні форми,
методи та прийоми. Статистично підтверджено ефективність запропонованої
методики.
Диссертационное исследование посвящено проблеме формирования навыков
пространственной ориентировки у слабовидящих детей старшего дошкольного
возраста. Ориентировка в пространстве рассматривается как необходимое условие
реализации их потребностей и возможностей, преодоления изолированности,
успешной интеграции в общество сверстников с нормальным зрением и потому
требует целенаправленного процесса ее формирования. Определены компоненты,
разработаны показатели, критерии, уровни сформированности навыков
ориентировки в пространстве у старших слабовидящих дошкольников.
Определены особенности формирования навыков пространственной
ориентировки у слабовидящих детей старшего дошкольного возраста,
заключающиеся в соблюдении установленных методических условий. Обоснована и
разработана комплексная методика формирования навыков пространственного
ориентирования у слабовидящих старших дошкольников, определены направления
коррекционной работы, раскрыты организационные формы, методы и приемы.
Статистически подтверждена эффективность предложенной методики.
The dissertation investigates the problem of spatial orientation in visually impaired
preschool children.
Under conditions of inclusive education children with special needs should obtain
certain skills for successful adaptation in the community of healthy peers. Among them are
independent orientation and mobility skills.
Chapter 1 of the dissertation contains analysis of the research problem in scientific
pedagogical and methodological literature. The author detects factors and conditions that
affect development of spatial orientation skills in children with visual impairment.
Conducting general theoretical analysis of the literature allowed to set that at this
point there are no studies on the problems of spatial orientation of visually impaired older
preschoolers. This finding points out the need for a comprehensive study of the issue.
Modern life changing society, the needs of practitioners in the correctional education
development models for the formation of spatial orientation skills for this category of
children indicate the relevance of the topic.
The second chapter is devoted to the study of conditions for development of spatial
orientation skills in children with low vision of preschool age. It determines the directions
of experimental research, methods and criteria the levels of skills of spatial orientation.
Performance levels confirmed author’s conclusion regarding unsatisfactory
condition of development of spatial orientation in older preschoolers with low vision.
Conducted research shows relationship between the degree of visual pathology,
which is expressed in visual acuity, and the developmental level of spatial orientation
skills, confirmed their direct relationship.
The author defined the general and specific features of spatial orientation of visually
impaired older preschoolers.
In the third chapter, there were presented the content, methods and stages of the
experimental work, a comprehensive model of correctional education forming spatial
orientation skills in older preschoolers with low vision.
The purpose of the experimental correctional education was to develop in preschool
children of this category the skills that enable them to move freely and independently,
navigate in a familiar environment and would serve as a strong foundation for further
exploration of any unfamiliar space.
An integrated approach towards determination of the content of training provided
the possibility of developing for children both theoretical knowledge about space and
practical knowledge of orientation in it.
Special remedial training for development of the spatial orientation skills of
preschool children with profound visual impairments was carried out through
differentiated and individual approaches that consider the level and combination of the full
range of visual functions disorders.
Experimental studies included the system of special techniques and methods
designed to enhance and enrich the sensory experience of children, their compensatory
abilities.
Based on bi-sensory or poly-sensory perception of space, fixed in a word, children
formed a generalized image of space.
With preschool low vision children there was conducted training in acquirement of
separate exploration techniques, safety orientation in space and elementary back-up
techniques
Through systematic exercises preschool children with low vision developed
sustainable skills of orientation in space.
The results of the experimental study showed quantitative and qualitative
improvement of orientation and mobility development skills of visually impaired children
of elder preschool age. A significant number of children reached the high level of spatial
orientation.
The obtained results confirmed the appropriateness and efficacy of the elaborated
methods of correctional education in spatial orientation of preschoolers with low vision,
proved that properly organized correction work is important not only for the immediate
assimilation of knowledge and skills, but also for the social adaptation and further
education at inclusive schools.
