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  4. Modern Aspects of Contents Adaptation in Teaching...

Modern Aspects of Contents Adaptation in Teaching Literary Reading to Blind Elementary School Students

Research Article
EDN: KLMZHP DOI: 10.31483/r-74537
Open Access
International academic journal «Development of education»
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Published in:
International academic journal «Development of education»
Authors:
Elena V. Zamashnyuk 1 , Tamara A. Kruglova 1
Work direction:
Practice
Pages:
41-46
Received: 19 January 2020

Rating:
Article accesses:
4946
Published in:
doaj РИНЦ
1 Herzen State Pedagogical University of Russia
For citation:
Zamashnyuk E. V., & Kruglova T. A. (2020). Modern Aspects of Contents Adaptation in Teaching Literary Reading to Blind Elementary School Students. Development of education, 41-46. EDN: KLMZHP. https://doi.org/10.31483/r-74537
UDC 376.32

Abstract

The article is focused on the problem of teaching blind elementary schoolers in literary reading lessons in elementary school. The relevance of the topic is due to the need to bring into compliance the content of the education of children with severe visual impairments with the requirements of the Federal State Educational Standards for blind students (option 3.2). At the present time, teachers of schools for blind children continue to experience difficulties in adapting the content of education in this subject. The aim of the article is to analyze and summarize the existing typhlopedagogical experience of teaching this group of children and to determine the directions for adapting the content of teaching literary reading to blind elementary students. Methods used in this study include analysis, description, and comparison. An analysis of the typhlopedagogical heritage suggests that teaching reading to blind elementary schoolers has a number of peculiarities due to the negative impact of visual impairment on their speech and cognitive development, motivation for activity; this can be overcome by adapting the content of education. In their turn, the directions of adaptation can be reached by adjusting the contents of textbooks, enriching the children’s sensory experience, developing their speech and thinking, and using a differentiated approach in teaching by redistributing educational material and developing assessment criteria that are appropriate for the blind students’ needs. The results of this study have important meaning for employees of schools for visually impaired children because they allow to implement a differentiated approach in teaching and to adapt the contents of the Literary reading school subject according to the special educational requirements of children.

References

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