Technologies for Teaching Literacy to Children with Visual Impairments of Preschool Age

Аннотация

This article analyzes the pedagogical and psychological foundations of teaching literacy to children with visual impairments of preschool age, appropriate educational technologies, methodological approaches and teaching aids. The relevance of developing effective methods of teaching literacy in a modern inclusive education system, taking into account the special needs of these children, is substantiated. Keywords: Visual impairment, preschool age, literacy teaching, special pedagogy, inclusive education, Braille, adaptive technologies. impairments; Introduction: In modern society, every child should have the right to equal education. In particular, the prevention of impaired development of the blind and education of preschool children with visual visually impaired; impairments requires special attention. Preschool age correction and protection and strengthening of their is the foundation of personality formation, during health. which the child's speech, cognitive, emotional, motor Educational organizations for children with visual and social activities develop rapidly. Visual impairments in the Republic of Uzbekistan were impairments complicate the child's perception of the established in accordance with the Resolution of the environment, imagination, independent movement, Cabinet of Ministers of the Republic of Uzbekistan No. and most importantly, the processes of learning to read 117 dated June 18, 2010. In accordance with the and write. Visual impairment directly affects the Resolution, preschool educational organizations are psychophysiological development of the child. In this intended for children with severe visual impairments - category of children, various peculiarities are observed blind, amblyopic and strabismus, and visually impaired. in spatial imagination, motor skills, attention, speech It is intended for admission to educational institutions and emotional stability. The absence or reduction of from 2-3 years old, 6-8 people per group. 4 main tasks information received through vision leads to the active can be identified in the activities of kindergartens for development of hearing, touch and other sensory children with visual impairments. Their organs. In such children, hearing and tactile sensitivity implementation ensures not only the ability of children are formed as the main compensatory mechanisms. to master general education programs, but also the In the process of teaching literacy, along with the correction and compensation of secondary development of children's thinking, memory, developmental defects. imagination and attention, it is also important to Approximately 285 million people worldwide suffer stabilize their emotional state, increase the level of from visual impairments, 39 million of whom are social adaptation. This requires an individual approach completely blind (World Health Organization, 2023). [1] to the choice of educational technologies. In Uzbekistan, according to data from 2024, more than The preschool education system has a state, social 18 thousand children have varying degrees of visual character and solves important social issues: impairment. [2] all-round development of children with visual International Journal of Pedagogics 48 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) Preschool literacy preparation is important for all strategies in the classroom to develop preschool children, but for children with visual impairments, this reading. process requires special approaches and technologies. Making literacy a part of every day is very beneficial. It Modern research suggests that with appropriate early is also important to use safe experiences and direct intervention, up to 85% of these children can achieve experiences that allow children to explore their world. normal intellectual development. [3] Each child learns and develops language skills at their L.S. Vygotsky believed that children with visual own pace, but all young children need: impairments develop their other senses through a * Opportunities to develop and practice developing "compensation" mechanism. [4] This theory led to the skills; development of a multisensory approach. * Encouragement and praise for effort; Maria Montessori's sensory education methodology * Understanding that continuous learning is a family has been adapted specifically for children with visual value; impairments. The effectiveness of teaching through tactile materials and movement games has been * Parents and other caregivers help plan proven. [5] developmentally appropriate learning activities; Brambring and Troester (2001) studied the * A dedicated space for reading and practical activities. development of 200 blind children in a study conducted To prepare a child for successful learning in school, it is in the Netherlands over a period of 5 years. The results necessary to create appropriate conditions for him to showed that children who were tactilely stimulated at master all