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Specificity of psychological and pedagogical diagnostics of children with visual impairment
INTRODUCTION
Chapter 2
2.1 Description of the sample, procedure and methods of ascertaining experiment
2.2 Analysis and interpretation of the results of the study
Chapter 3
3.1 Organization of the pilot study
3.2 Analysis of the results of the study
CONCLUSION
LIST OF USED LITERATURE
APPS
INTRODUCTION
The problem of personality development has many aspects of consideration, both in theoretical and practical terms. Despite the increased interest in it, the phenomenon of development remains undisclosed to the end at different stages of a person's maturation. Of particular interest is the development of a person who, from the first years of life, has various kinds of physical disabilities.
The relevance of the study of this issue is due to the fact that the problems of deviant development in the context of environmental and social cataclysms are becoming global and generally significant. In this regard, timely diagnosis and special education acquire an important social function, which is to contribute to the improvement of society and thereby ensure its survival.
The stage of preschool development of the child is specific and largely determines both the dynamics of the formation of the personality and the general mental development.
At this age, a system of externally normalized requirements is already presented to the child, as to a social individual. In this case, we are talking about the socio-psychological aspect of adaptation, which, on the one hand, serves as a fairly accurate indicator of various deficiencies and deviations in development that have formed in a child in previous ages, and, on the other hand, acts as conditions that determine the dynamics of further mental development. development and formation of his personality as a whole.
Vision plays a key role in the early development of children. A severe visual impairment, congenital or early onset, can have a dramatic effect on the overall development of a child.
Therefore, it is fundamentally important both for the theory of perception, and to a greater extent for solving practical problems of education, training, preventive and corrective measures, is to clarify the issue of the mechanisms of the influence of sensory disorders on the formation of intelligence and personality in conditions conducive to their effective compensation.
The problem of the relationship between the processes of sensory, cognitive and personal development has long attracted the close attention of such researchers as B. G. Ananiev, W. Neisser. In the later works of M. I. Lisina, E. F. Rybalko, T. V. Antonova, L. F. Obukhova, E. Erickson, V. V. Abramenkova, and others, a direct interdependence between various aspects of human development is noted.
A necessary condition for the timely detection of any developmental pathology, including impaired visual function, is careful observation of the child from birth and a good knowledge of the normative terms for the formation of the main indicators of mental development.
Acquaintance with the child begins with the study of the documentation (records made by the PMPK specialists who sent the child to this institution, general medical and ophthalmological records). From these documents, the typhlopedagogue and psychologist receive information about the mental development of the child, about his somatic condition, about existing diseases, about the diagnosis and severity of visual pathology. This allows him to make a preliminary idea about the child, to prepare for communication with him and his parents.
Historically, the psychological, medical and pedagogical commission is focused on children and adolescents with developmental disabilities, but the last decade has clearly shown that a variety of problems of school and general social maladaptation in childhood fall into the field of view of PMPK specialists.
In fact, PMPK works with children and adolescents from 0 to 18 years old, who are characterized by an imbalance in the “social situation of development”. Traditionally, it was believed that developmental disabilities prevent the child from adapting to the social environment and integrating into it.
The urgency of the problem of organizing the activities of the PMPK is growing due to the contradictions that have emerged in the content, methodological equipment and methodological justification, in the legal, personnel and logistical support for the activities of the PMPK.
The preparation for the life of the blind and their inclusion in industrial relations is the most important social task. In the new conditions of the country's transition to a market economy, the problems of social and labor adaptation of the blind, their employment and education have greatly aggravated. In the current socio-economic situation, the education of children with profound visual impairments requires even more attention to those scientific and methodological aspects of typhlopedagogy that are focused on providing conditions for the self-realization of the blind in various spheres of life.
It is quite obvious that it is necessary to search for new approaches to create rational methods for diagnosing, teaching, correcting and rehabilitating visually impaired people.
The object of the study is the psychological and pedagogical diagnosis of children with visual impairments.
The subject is the specificity of psychological and pedagogical diagnostics of children aged 5-7 years with visual impairments in the conditions of PMPK.
The hypothesis of the study is the assumption that the work of the PMPK typhlopedagogue does not currently meet the needs and needs of children with visual impairments.
The aim is to consider the specifics of the psychological and pedagogical diagnosis of children aged 5-7 years with visual impairments in the conditions of PMPK.
The objectives of our research are:
· theoretical analysis of the literature on the topic;
To reveal the characteristics of children with visual impairments;
determine the features of the organization of the PMPK activities;
Consider the features in relation to the diagnosis of children with visual impairment;
organization and conduct of the study of the ascertaining experiment;
data processing and interpretation of results;
· develop a program of a formative experiment to study the specifics of psychological and pedagogical diagnostics of children with visual impairment.
The methodological basis of the work was the system-activity approach to the study of mental phenomena in the development of L. S. Vygotsky, S. L. Rubinshtein, A. N. Leontiev; system-structural approach to personality development B. G. Ananyeva, B. V. Lomova, A. A. Bodalev; the concept of the genesis of communication by M. I. Lisina.
This work consists of an introduction, three chapters - a theoretical and practical part, a conclusion, a list of references and an appendix with a total volume of 74 printed pages.
Chapter 1. Theoretical aspects of the specifics of psychological and pedagogical diagnosis of children with visual impairment
1.1 Features of children with visual impairments
To understand which children belong to this category of children, you need to know that not any deviation from the norm in the anatomy or functions of the visual system should be defined as a visual impairment. The International Classification of Visual Impairment is based on the evaluation of two visual sensory functions: visual acuity and visual field.
A visual impairment is a visual acuity of less than 0.3 in the best corrected eye and/or a field of view of less than 15 arc. deg. Defining what a visual impairment is, we simultaneously define the circle of people who need special education.
Visual disturbances cause significant difficulties for children in the knowledge of the surrounding reality, narrow social contacts, limit their orientation, the ability to engage in many activities.
Causes of visual impairment.
Congenital:
caused by various viral and infectious diseases (flu, toxoplasmosis, etc.), maternal metabolic disorders during pregnancy;
· hereditary transmission of some visual defects (reducing the size of the eyes, cataracts, etc.);
sometimes caused by congenital benign brain tumors (such disorders do not appear immediately).
Purchased:
Intracranial and intraocular hemorrhages, head injuries during childbirth and at an early age of the child;
due to increased intraocular pressure;
Against the background of a general somatic weakening of the child's health;
premature babies with retinopathy (decrease in the sensitivity of the retina), in which total blindness often occurs.
The cause of optic nerve atrophy can be both hereditary and acquired anomalies. Sometimes there can be several factors that cause vision loss.
In modern pedagogical practice in many countries, depending on the degree of visual impairment, a simple division into the blind and visually impaired people is used.
The degree of impairment of visual function is determined by the level of visual acuity reduction - the ability of the eye to see two luminous points with a minimum distance between them. For normal visual acuity equal to one - 1.0, a person's ability to distinguish letters or signs of the tenth line of a special table at a distance of 5 m is taken. The difference in the ability to distinguish signs between the next and previous lines means a difference in visual acuity by 0.1. Accordingly, a person who is able to distinguish the largest characters of the first line from the top has visual acuity - 0.1, the fourth - 0.4, etc.
Thus, depending on the degree of decrease in visual acuity in the better seeing eye, when using glasses, and, accordingly, on the possibility of using a visual analyzer in the pedagogical process, the following groups of children are distinguished:
Blind - these are children with a complete absence of visual sensations, or with residual vision (maximum visual acuity - 0.04 in the better seeing eye with the use of conventional means of correction - glasses), or who retained the ability to perceive light;
Absolutely, or totally, blind - children with a complete lack of visual sensations;
partially, or partially, blind - children with light perception, uniform vision (the ability to distinguish a figure from the background) with visual acuity from 0.005 to 0.04;
visually impaired - children with visual acuity from 0.05 to 0.2. The main difference between this group of children and the blind is that with a pronounced decrease in visual acuity, the visual analyzer remains the main source of perception of information about the surrounding world and can be used as a leader in the educational process, including reading and writing.
Depending on the time of onset of the defect, two categories of children are distinguished:
Blind-born are children with congenital total blindness or blinded at the age of up to three years. They do not have visual representations, and the whole process of mental development is carried out in conditions of complete loss of the visual system;
Blind - children who lost their sight at preschool age and later.
Features of the manifestation of visual impairment in children.
Since with congenital or early blindness the child does not receive any stock of visual representations, in some of them the development of space and objective activity is delayed. Their ideas and knowledge about the objects of the real world are scarce and sketchy.
Speech is often delayed. At the same time, the formed speech is often richer in vocabulary than that of the sighted. There is a tendency for these children to reason, but words often do not express their specific meaning or are used inadequately. Abstract concepts are often easier to grasp in blind children than concrete ones. They are characterized by a high level of development of verbal (verbal) memory. The thinking of these children is viscous, detailed, they are prone to detailing.
The depth and nature of lesions of the visual analyzer affect the development of the entire sensory system, determine the leading path of cognition of the surrounding world, the accuracy and completeness of the perception of images of the external world.
Blindness inhibits the motor activity of the child. Inactivity, lethargy, slowness and motor stereotypes arising against this background are characteristic features of the psychomotor skills of these children.
Features of the development of the cognitive sphere.
Blindness and profound visual impairment cause deviations in all types of cognitive activity.
Attention.
Almost all the qualities of attention, such as its activity, direction, breadth (volume, distribution), the ability to switch, intensity, or concentration, stability, are affected by visual impairment, but are capable of high development, reaching, and sometimes exceeding the level of development of these qualities of the sighted. The limited external impressions have a negative impact on the formation of the qualities of attention. The slowness of the process of perception, carried out with the help of touch or a disturbed visual analyzer, affects the rate of switching of attention and manifests itself in the incompleteness and fragmentation of images, in a decrease in the volume and stability of attention.
A blind and visually impaired person needs to actively use the information coming from all intact and impaired analyzers to compensate for visual insufficiency; the concentration of attention on the analysis of information received from one of the types of reception does not create an adequate and complete image, which leads to a decrease in the accuracy of indicative and labor activity.
Sensation and perception (formation of sensory images of the external world in case of visual impairment).
The process of formation of images of the external world in case of visual impairment is directly dependent on the state of the sensory system, the depth and nature of visual impairment. No matter how small the residual vision is, for all those who have it, it is precisely this that turns out to be dominant in the knowledge of the surrounding world, since the leading role in the sensory reflection of an object belongs to vision.
Approximately 90% of all information a person receives through vision. However, this does not mean that with blindness and profound visual impairment, a person loses the same number of impressions: other analyzers can reflect the same side of the object and its same qualities as vision. Touch, for example, like vision, allows you to find out the shape, extent, size, distance of an object.
In the process of teaching mathematics, native language, physical education, while getting acquainted with the environment on the basis of relief colored didactic materials, blind children not only showed a greater volume of signs and properties of objects perceived by touch and sight. The main thing was the much greater positive effect of the joint activity of touch and vision on the entire cognitive sphere of students, on their emotional mood.
The limited information received by partially seeing and visually impaired people causes the appearance of such a feature of their perception as the schematism of the visual image, its objectivity. The integrity of the perception of the object is violated, in the image of the object, not only secondary, but also certain details are often missing, which leads to fragmentation and inaccuracy in the reflection of the environment. Violation of the integrity determines the difficulties of forming the structure of the image, the hierarchy of features of the object. For the visually impaired and partially, the zone of constant perception narrows depending on the degree of visual impairment.
The images of the outside world, both for the blind and the visually impaired, are never unimodal: their structure is complex and always includes information received from various analyzers, both intact and impaired. Depending on the depth of damage to the visual analyzer and individual characteristics, the activity of one or another analyzer becomes dominant. That is why in the history of tiflopsychology, theories of priority in the knowledge of the world or hearing (F. Tsekh, M. Sizeran and others) or touch (A.V. Birilev and others) were put forward.
Visual impairments hinder the full development of the cognitive activity of blind and visually impaired children, which is reflected both in the development and functioning of mnemonic processes. At the same time, technological progress and modern conditions of education, life and activity of the blind and visually impaired place ever more stringent requirements on their memory (as well as on other higher mental processes), related both to the speed of mnemonic processes, and to their mobility and strength of the resulting connections.
Blind and visually impaired people have to memorize and keep in their memory materials that are not required to be remembered by a sighted person.
With visual impairments, there is a change in the rate of formation of temporary connections, which is reflected in an increase in the time required to consolidate connections and the number of reinforcements.
The formation of accurate simple movements in blind people requires 6-8 repetitions, which is also much more than in sighted peers.
For the blind and visually impaired, insufficient comprehension of the memorized visual material is also characteristic. The study of the ratio of visual, auditory and tactile memory in the blind, partially seeing and visually impaired revealed poor preservation of visual mnemonic images in the visually impaired. Visual object representations, rather than those of normally seeing people, lose their differentiation, become schematic and fragmented. This testifies to the peculiarities of the ratio of short-term and long-term memory in visual impairment, more rapid decay of visual images and a significant decrease in the volume of long-term memory.
The specificity of retention and forgetting in blindness and low vision is associated with several factors. Research by A. G. Litvak and the St. Petersburg school of typhlopsychologists showed that the memory images of the blind and visually impaired tend to fade away in the absence of reinforcement. The significance of information for the blind and visually impaired plays a special role in its preservation. Since a significant number of objects and concepts do not have the meaning for the blind that they have for the sighted, their preservation loses its meaning. In this regard, the improvement of mnemonic processes in the blind and visually impaired consists not only in numerous repetitions and training, but also in the logical processing of the material, clarification of images, and in showing the significance of the acquired information for life and activity.
In the blind, the phenomenon of reminiscence is observed - when subsequent repeated reproduction turns out to be more accurate than the first, which immediately followed the perception, which is apparently due to the greater inertia of the flow of excitation processes and the predominance of inhibitory processes.
Systematization, classification, grouping of material, as well as the creation of conditions for its clear perception, are a prerequisite for the development of memory in visual impairment.
Thinking.
A blind or visually impaired person, living and working among the sighted, often finds himself in a life situation that he cannot perceive as a whole, and he has to analyze it on the basis of individual elements that are accessible to his perception.
In Russian tiflopsychology, there has long been an opinion that thinking is one of the most important factors in the psychological compensation of a visual defect and the process of forming ways of knowing the world around.
A genetic examination of the processes of formation of thinking in blind children of preschool age (L.I. Solntseva and SM. Horosh) showed the dependence of its development on competent education at an early and preschool age, taking into account the characteristics both typical for children in this category and individual, inherent in one or another to kid.
An important place in the development of visual-figurative thinking is occupied by the technique of operating with images, the essence of which is the mental movement of objects and their parts in space. This process in blind older preschoolers is in the formative stage. In such tasks, children need to rely on a real object, or at least on some part of it. Gradual and stage-by-stage transfer of task solving from real and practical operation to a figurative plan shows that by the end of preschool age, disparate and incomplete ideas form a holistic differentiated image, in the structure of which essential and non-essential, main and secondary features are distinguished.
The formation of a new structure - formal logical operations and the restructuring of intellectual activity in visually impaired people takes a longer time and is completed only by the age of 16 - 17 (V.A. Lonina).
In mastering the operations of classification and quantification, visually impaired primary school students have more difficulties; they are characterized by difficulties in the formation of groups of objects, the loss of a single basis in the organization of groups, the transition to unification according to the functional or external similarity of objects. They do not fully understand the concepts of "all" and "some". V.A. Lonina shows that the formation of such mental operations as comparison, classification, quantification, generalization, is carried out in visually impaired children at a later date and with greater difficulties than in normally seeing children. However, there is no direct relationship between the degree of visual impairment and the level of development of cognitive activity in visually impaired children.
Speech and communication.
The formation of speech in sighted and visually impaired persons is carried out in a fundamentally similar way, however, the absence of vision or its profound impairment changes the interaction of analyzers, due to which connections are restructured, and when speech is formed, it is included in a different system of connections than in sighted people.
The speech of the blind and visually impaired develops in the course of a specifically human activity of communication, but has its own characteristics of formation - the pace of development changes, the vocabulary and semantic side of speech is disturbed, “formalism” appears, the accumulation of a significant number of words that are not related to a specific content.
Reliance on active verbal communication is the detour that determines the progress of the blind child in mental development, which ensures the overcoming of difficulties in the formation of objective actions and determines the progress in the mental development of the blind child.
The use by adults of joint object actions with verbal verbal designation of both the objects themselves and actions with them, on the one hand, stimulates the correlation of the words learned by the child with specific objects of the surrounding world, on the other hand, is a condition for better knowledge of the objective world in the process of actively operating with objects. .
The specificity of the development of speech is also expressed in the weak use of non-linguistic means of communication - facial expressions, pantomimes, since visual impairments make it difficult to perceive expressive movements and make it impossible to imitate the actions and expressive means used by the sighted. This negatively affects the understanding of the speech of the sighted and the expressiveness of the speech of the blind and visually impaired. In such cases, special work is required to correct speech, which allows one to master its expressive side, facial expressions and pantomime and use these skills in the process of communication.
Features of personality development and emotional-volitional sphere.
It can be said that such profound visual impairments, blindness and low vision, have an impact on the formation of the entire psychological system of a person, including personality. In the typhlopsychological literature, the description of the emotional states and feelings of the blind is presented mainly by observation or self-observation (A. Krogius, F. Tsekh, K. Bürklen, and others). Emotions and feelings of a person, being a reflection of his real relationship to objects and subjects that are significant for him, cannot but change under the influence of visual impairments, in which the spheres of sensory cognition are narrowed, needs and interests change. The blind and visually impaired have the same "nomenclature" of emotions and feelings as the sighted, and show the same emotions and feelings, although the degree and level of their development may differ from those of the sighted (A. G. Litvak, B. Gomulitzki, K Pringle, N. Gibbs, D. Warren). A special place in the occurrence of severe emotional states is occupied by the understanding of one’s difference from normally seeing peers, which occurs at the age of 4-5 years, who understood and experienced their defect in adolescence, awareness of the limitations in choosing a profession, a partner for family life in adolescence.
It is widely believed that the blind are less emotional, more calm and balanced than people who do not have visual defects. This impression is explained by the lack of reflection of their experiences in facial expressions, gestures, postures. However, their speech is quite expressive intonation. Studies of understanding the emotional states of a person by the blind by voice, intonation, tempo, loudness and other expressive features of speech (T.V. Korneva) indicate that the blind show greater accuracy in recognizing the emotional states of the speaker. Assessing emotional states, they single out and adequately evaluate such personality traits of the speaker as activity, dominance, and anxiety. A.A. Krogius also noted the exceptional ability of the blind to understand emotional states, to capture the most "subtle changes in the interlocutor's voice."
Features of activity.
The role of activity in compensating visual defects is currently noted in almost every typhlopsychological study.
Children with profound visual impairments are characterized by a slow formation of various forms of activity. Children need specially directed training in the elements of activity and, mainly, its executive part, since the motor sphere of blind and visually impaired children is most closely related to the defect and its influence on motor acts is the greatest. In this regard, the active and developing role of the leading activity is stretched over time. For example, in preschool age, among the blind, interchangeable forms of leading activity are subject and play (L. I. Solntseva), and in primary school age, play and learning (D. M. Mallaev).
A. M. Vitkovskaya also notes the slow pace of the formation of objective actions, the difficulty of transferring them into independent activity. At preschool age, speech is actively included in the formation of objective activity, providing its motivation and understanding of the functional purpose of objects.
The most difficult component remains the performing function, which is based on the manual abilities of the blind, while they are characterized by the imperfection of objective actions. There is a significant discrepancy between the understanding of the functional purpose of an object and the ability to perform a specific action with an object.
The difficulties of the blind in mastering objective actions affect the formation of all types of activity, including play. However, a profound violation or limitation of the function of the visual analyzer creates difficulties in mastering all the structural components of play activity: children have a poor game plot, game content, schematism of play and practical actions.
Communication and social relations for the blind, especially for children of preschool age, is a problem that is rather difficult to solve, despite the fact that the process of building social ties and communication with the outside world and people in a blind person begins quite early.
An analysis of the constructive activity of blind preschoolers shows that the most effective way to implement it is to master the design rule in the process of examining a sample and creating its mental model. The process of comparing what is perceived with images of representations is the most effective and productive. However, only older blind preschoolers master this method of solving constructive problems. It is an important condition for the correct completion of the task, and even children of primary preschool age begin to use it, but its effectiveness at this time is still very small. Blind children of all ages lag behind their sighted peers in terms of the performance of such tasks, but by the end of preschool age they begin to cope with tasks, and precisely in the way of mental image manipulation, working mentally and according to the rules.
The formation of learning activity in blind and visually impaired junior schoolchildren is a long and complex process. At the initial stage, learning is still an unconscious process that serves the needs of other types of activity (play, productive activity), and their motivation is transferred to the assimilation of knowledge. Teaching at the first stages has no educational motivation. When a blind child begins to act out of interest in new forms of mental activity and he develops an active attitude towards the objects of study, this indicates the emergence of elementary cognitive and educational motives. Children have a special sensitivity to assessing the results of learning, the desire to correct their mistakes, the desire to solve "difficult" tasks. This indicates the formation of educational activity. But it still quite often proceeds in the form of a game, although it has a didactic character.
Children with visual impairments have a complex subordination of motives, from the more general - to study well, to the specific - to complete the task. Readiness for the implementation of educational activities is manifested in an emotional-volitional effort, in the ability to subordinate one's actions related to the fulfillment of a task to the requirements of the teacher. There is no difference between the blind and the sighted in this. Differences arise in the implementation of the very process of learning activity: it proceeds at a slower pace, especially in the first periods of its formation, since only on the basis of touch or on the basis of touch and residual vision, the automatism of the movement of the tactile hand is developed, control over the course and effectiveness of activities.
The formation of volitional qualities of blind and visually impaired children begins at an early age under the influence of an adult educator. There are practically no experimental typhlopsychological studies of the will.
The volitional qualities of a blind child develop in the process of activity characteristic of each of the ages and corresponding to the potential, individual capabilities of the child. The motives of behavior, formed adequately to his age and level of development, will also stimulate his activity.
1.2 Features of the organization of PMPK activities
It can be argued that the methodology of the PMPK activity in its foundations in a fairly perfect and promising form was laid down by domestic scientists at the beginning of the 20th century. Many outstanding teachers and doctors who dealt with the problems of "difficult childhood" approved and put into practice an interdisciplinary approach, regardless of interdepartmental barriers.
An analysis of the history of the development of medical-pedagogical, and then psychological-medical-pedagogical commissions, an assessment of their current state shows that at present it is optimal to organize the PMPC as a structural unit of the PPMS center or as an independent PPMS center (diagnostics and counseling), profiled on performance of the functions of the PMPK.
Let's consider the tasks of appointing a PMPK.
The need for the work of modern PMPKs on an ongoing basis is due to a significant transformation in the purpose of PMPKs. Currently, PMPK is not engaged in the selection of children in special (correctional) educational institutions, but in the selection (determination) for each child with developmental disabilities of the appropriate educational conditions, as well as determining the nature of the accompanying medical, social and psychological assistance.
The purpose and objectives of modern PMPK do not involve the performance of administrative and managerial functions by PMPK specialists, but include access to management structures in the form of sending and exchanging relevant documentation, which will be discussed later.
The range of indications, and, consequently, the frequency of referral of children and adolescents with developmental disabilities to PMPK, is increasing due to the replacement of the former static approach with a dynamic one. We are talking about focusing not only on the diagnosis, but, first of all, on the dynamic characteristics of the child's adaptation to the conditions recommended by the PMPK.
This approach is based on the importance of the time factor for overcoming deviations in the development of children. Especially important is the timely referral for re-admission to the PMPK of children with developmental disabilities who remain “problematic” even in those conditions that, according to the conclusion of the PMPK, are quite adequate for them. If there are any signs of a child’s maladaptation in an educational institution or in a family upbringing, in case of decompensation of the child’s condition, in the event of difficulties in training and upbringing, adults interested in solving the child’s problems should urgently contact the PMPK.
The problem of the effective use of the so-called diagnostic conditions (stay in the diagnostic class, the designation of the diagnostic period of stay in traditional general education or special (correctional) educational institutions) is also being updated. Modern PMPK requires more careful dynamic monitoring of children referred to such diagnostic conditions.
In general, the control of the dynamics of the child's development was identified as one of the most urgent tasks in the work of the PMPK. This does not mean that the IPCs did not set themselves this task before, however, due to the temporary nature of the work, the possibilities for feedback were limited. When working on an ongoing basis, such control becomes a reality.
Thus, the deepening and differentiation of the tasks of the PMPK clearly raises the question of finding and documenting such an organizational and legal form for the PMPK, in which it could have all the attributes of an independent institution or a legal structural unit of such an institution. These include: the existence of a regulatory framework, staffing, premises, etc.
The existing regulatory and legal framework for the activities of the PMPK still cannot fully provide legal protection for its highly qualified specialists from other departments. First of all, we are talking about medical workers. The same problems can arise for scientists and, paradoxically, for teachers.
So, the psychological-medical-pedagogical commission was created to determine the special educational needs of children from birth to 18 years of age and the conditions necessary to ensure optimal development, education, adaptation and integration into society.
On the basis of the center there is a permanent expert psychological, medical and pedagogical commission, which includes specialists: a teacher-psychologist, a psychiatrist, a neurologist, an orthopedist, an ophthalmologist, a teacher-deflectologist, a typhlopedagogue, a social pedagogue.
The main tasks of the PMPK :
timely detection, prevention of violations in speech and intellectual development and dynamic monitoring of children with developmental disabilities;
comprehensive, comprehensive diagnosis of deviations in the development of the child and his potential;
determination of special conditions for the development, upbringing, education of children with developmental disabilities
introduction of modern technologies of diagnostics and correctional work with children;
timely referral of children to research, medical and preventive, health, rehabilitation and other institutions in case of diagnostic difficulties;
consulting parents (legal representatives), pedagogical and medical workers directly representing the interests of the child in the family and educational institution;
participation in educational activities, activities aimed at improving the psychological, pedagogical and medical and social culture of the population;
· Assistance in the processes of integration into society of children with developmental disabilities.
Organizational work in PMPK:
· the direction of children and students, pupils in the PMPK is carried out at the request of the parents (legal representatives). The initiators of the examination of children in the PMPK can be specialists from educational institutions involved in ensuring and protecting the rights of children and adolescents with developmental disabilities, medical and preventive and other organizations;
Pre-registration for the examination is carried out with the consent of the parents (legal representatives);
Examination of a child in the PMPK is carried out by each specialist in stages or by several specialists together, which is determined by psychological, medical and pedagogical tasks;
· children with hearing impairment are examined on the basis of an audiology room (department, center), in which the child is registered with the dispensary;
In diagnostically difficult cases, the child may be invited for an additional examination or sent to diagnostic groups or classes;
examination of children is carried out in the presence of parents or their legal representatives;
· Based on the results of the survey, a collegial conclusion of the PMPK is drawn up, taking into account the opinion of each specialist. The conclusion is a document confirming the right of children and students, pupils with developmental disabilities to provide optimal conditions for their education;
· in case of disagreement with the collegial conclusion of the PMPK, parents (legal representatives) have the right to apply to a higher (regional) PMPK.
The specifics of identifying children with visual impairments by the PMPK service.
Organization of activities and composition of the PMPK.
PMPK is organized on the basis of any educational institution, regardless of type and type. PMPK is approved by order of the director of the educational institution. The general management of the PMPK is entrusted to the director of the educational institution.
PMPK works in cooperation with higher structural units of the psychological, medical and pedagogical service.
Examination of a child by PMPK specialists is carried out at the initiative of parents or employees of an educational institution. In the case of the initiative of the employees of the educational institution, consent must be obtained for the examination of parents (other legal representatives). If parents (other legal representatives) do not agree, PMPK specialists should work to form an adequate understanding of the problem in them, based on the interests of the child. In all cases, the consent of the parents must be confirmed by their statement. Reception of adolescents over 12 years of age who have applied to the PMPK specialists is allowed without accompanying their parents.
Examination of the child must be carried out taking into account the requirements of professional ethics. PMPK specialists are obliged to keep professional secrecy, including confidentiality of the information contained in the report.
The examination of the child is carried out by each PMPK specialist individually, if necessary, in the presence of parents (other legal representatives).
The results of the examination of the child are recorded, reflected in the conclusion, which is drawn up collectively and is the basis for the implementation of relevant recommendations on education, upbringing, treatment, and, if necessary, career guidance and employment, as well as social and labor adaptation. All information is entered into the consultation register and the child's development map.
In diagnostically difficult or conflicting cases, PMPK specialists refer the child to the municipal PMPK or to other diagnostic and correctional institutions. It is also possible to organize trial diagnostic training on the basis of already existing, as well as newly created special classes of this educational institution.
The PMPK maintains the following documentation:
· journal of pre-registration of children at PMPK;
· register of planned and unscheduled consultations;
· a map of the development of the child with brief generalized conclusions of specialists, the final collegial conclusion of the PMPK, a diary (insert sheet) of dynamic observation, sheets of correctional work of specialists;
List of PMPK specialists;
Schedule of planned consultations (at least once a quarter);
· lists of classes (groups) of correctional-developing, other special educational orientation, which are under the dynamic supervision of PMPK specialists;
· regulatory and methodological documents regulating the activities of PMPK specialists.
Children sent by the class teacher for examination at the PMPK, as well as all students of special classes (correctional-developing, compensating) are under the supervision of PMPK specialists during the entire period of stay in this educational institution. All changes in the form or type of education within the same educational institution are recorded in the Child Development Card.
The Chairman and specialists involved in the work of the PMPK are responsible for the confidentiality of information about children who have been examined at the PMPK or who are in correctional diagnostic and correctional developmental, other special education.
Preparation and conduct of the PMPK.
PMPK are divided into planned and unscheduled.
The frequency of PMPK is determined by the real request of the educational institution for a comprehensive examination of children with developmental disabilities, but at least once a quarter, planned PMPK is carried out, which analyzes the composition, number and dynamics of the development of students in need of psychological, medical, pedagogical diagnostic and corrective assistance .
Planned activities are aimed at:
Analysis of the process of identifying children of the “risk group”, as well as its quantitative and qualitative composition (students of classes of correctional and developmental (compensatory) education, children with signs of school maladjustment, underachieving and weakly advancing children);
· determination of ways of psychological, medical and pedagogical support for students with difficulties in adapting to these educational conditions;
professional qualification of the dynamics of the child's development in the process of implementing an individualized correctional and developmental program, making the necessary changes to this program.
Unscheduled ones are collected at the request of specialists (primarily teachers) who work directly with the child. The reason for conducting an unscheduled PMPK is the identification or occurrence of new circumstances that negatively affect the development of the child in these educational conditions.
Within 3 days from the date of receipt of the request for a diagnostic examination of the child, the chairman of the PMPK coordinates this issue with the parents (other legal representatives) and, in the absence of objections from their side, submitted in writing, organizes a planned or unscheduled PMPK. PMPK is held no later than 10 days from the moment the issue is agreed with the parents (other legal representatives).
In the period from the moment the request is received to the PMPK, each PMPK specialist conducts an individual examination of the child, planning the time of this examination, taking into account the actual age and psychophysical load. Each PMPK specialist draws up a conclusion based on the data of the relevant survey and develops recommendations. For the period of implementation of the recommendations developed by the PMPK specialists, the child is assigned a leading specialist who monitors the effectiveness and adequacy of the individual correctional and developmental program and takes the initiative to re-discuss the dynamics of the child's development at the PMPK. By decision of the PMPK, the teacher (class teacher) of the class in which the child is studying is appointed as the leading specialist, but another specialist who conducts correctional and developmental training or extracurricular correctional work can also be appointed.
The leading specialist reports his opinion about the child to the PMPK and draws up a protocol. Each specialist participating in the examination and / or correctional and developmental work with the child, orally gives his opinion on the child. The sequence of presentations of specialists is determined by the representative of the PMPK. The conclusion of each specialist is invested in the Child Development Card. The final collegial conclusion on the results of the PMPK with recommendations for the provision of psychological, pedagogical and medical and social assistance to the child is also recorded in the Child Development Card and signed by the chairman and all members of the PMPK.
The results of the PMPK are brought to the attention of parents (other legal representatives). The proposed recommendations are implemented only if there are no objections from the parents (other legal representatives).
At least once a quarter (planned PMPK), on the basis of oral presentations by specialists who work directly with the child, information is entered into the diary of dynamic observation of the Child’s Development Cards about changes in his condition in the process of implementing the recommendations, a brief generalized written conclusion is drawn up and a list of adjustments made in the recommendation.
When a child is sent to a municipal or regional PMPK, the conclusion drawn up on the basis of the information contained in his Development Card is submitted by one of the PMPK specialists accompanying the child with his parents, or sent by mail.
1.3 Considerations for diagnosing children with visual impairment
Psychological examination of children with visual impairments is carried out on the basis of the theory developed by typhlopsychologists, taking into account the basic laws of normal development. In foreign literature, there are a large number of tests to determine the level of social and intellectual development of blind children and children with profound visual impairments. Based on the analysis of a number of tests in 1957, a scale of the social development of a blind child from birth to 6 years was created. There are general psychological requirements for the organization and conduct of the survey: a preliminary acquaintance with the history of development, observation of the behavior and activities of the child in the group, in the classroom, during leisure hours. Particular importance is attached to establishing contact with the child.
A necessary condition for the timely detection of any developmental pathology, including impaired visual function, is careful observation of the child from birth and a good knowledge of the normative terms for the formation of the main indicators of mental development. A possible visual pathology may be indicated by the child's lack of fixation of gaze on a human face or toy by 2–3 months, the absence of tracing eye movements, the absence of reactions to visual stimuli and changes in his environment.
Approximately by the age of six months, a child with impaired visual function may develop a kind of autism: he does not reach out to toys, he has no emotional reactions to others, when putting a toy in his hand, uncoordinated hand movements and fine motor skills of fingers are noticeable; when another new toy appears in the field of view, there is no orienting reaction. The child is afraid of space, independent movement. In addition, with the early detection of sensory disorders, such as hearing, vision, a comprehensive comprehensive examination of the child using objective methods for testing one or another sensory function is of great importance. For this, electroencephalography, an electronic tachistoscope, a projection perimeter, etc. are widely used.
In the future, when observing the dynamics of the child's mental development, it is necessary to adapt the test material to the reduced possibilities of visual perception in children of this category. The presented material should have greater contrast, better illumination, and large angular dimensions. It is difficult to use such common methods as drawing analysis, interpretation of various types of game activity.
In order to effectively use residual vision in the learning process, it is necessary to carry out a preliminary study of the abilities of the blind in at least three directions:
1) clinical assistance and clinical care;
2) introspection, self-report, self-control and self-observation;
3) examination of the actual, actual functioning of vision in the real conditions of schooling.
In the course of an ophthalmological consultation, not only the disease, the acuity of central and peripheral vision and its category should be determined, but also indications for the use of lenses, glasses, dosage of physical activity or contraindications to it, etc.
The child's subjective report provides the teacher with information about what the child hopes to gain from learning to use vision. Children's stories may indicate visual anomalies such as phosphenes, fluctuations or floating of images, photophobia.
Subjective assessments of children's visual abilities are compared with their actual, actual abilities to visually perceive and use vision with real features of the functioning of vision. It is important for the teacher to determine the zone of proximal development of the child's visual abilities.
Age features of psychodiagnostics of personality traits.
Diagnosis of personal characteristics of preschool children. The study of the personality of a preschooler is difficult, since most personality tests are intended for adults and are based on introspection. In addition, many personality traits of the child are not yet formed, unstable. Therefore, there remain special children's versions of projective tests or the method of experts (with the help of adults who know the child well).
For example, there is a technique designed to assess the level of development in children of the motive for achieving success. The motive is understood as the active desire of the child to succeed in various situations and activities that are interesting and meaningful to him.
There is a special specificity associated with the conditions for conducting psychodiagnostic methods, depending on the type of impairment: for children with visual impairments during the experiment, difficulties arise when giving instructions, to achieve a complete understanding of it. You should also create special conditions for visual mode; lighting mode; material must be increased; there must be a mode of visual work; pay attention to the contrast, there may be a perverted perception of color. Work takes place in the mode of 10 minutes - load / 2 minutes of rest.
The following methods of early diagnosis can be distinguished.
Early diagnosis of children at risk is very important. There are certain tests to carry out a child's vision check.
1st test - a test for the ability to follow the eyes of a luminous object (flashlight) or a bright toy at a distance of 10 - 15 cm in any direction. It is carried out in 4 - 4.5 months.
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The period of preparation and transition of the child to school
During this period, the psychologist must determine:
readiness of the child for educational activities;
the child's ability to use in new conditions the knowledge and skills acquired in the previous period;
Formation of motivation for learning activities.
Particular attention should be paid to the fact that the process of learning activity in children with visual impairments in the initial period proceeds at a slow pace, since it is necessary to create a field of activity based on touch or impaired vision, touch and proprioceptive sensitivity. Such a field of activity includes spatial representations, automation of the movement of a tactile hand, control over the course and effectiveness of activities.
The formation of educational activity is a long process during which children adapt to the requirements of schooling. These requirements include the development of arbitrariness, theoretical, abstract thinking, which, of course, allows children to successfully solve school problems. At this stage, it is important to determine:
The degree of isolation of the child, a feeling of discomfort in a new situation for him;
the degree of insecurity or competence of the child;
The dependence of the child's self-awareness on the assessment of his defect. Preparing a child for school is described in many works.
Among them is the collection "Preparing the Child for School" (1991). The tests given in it can be used in the examination of children with visual impairments after their adaptation according to the following parameters:
increase in time to complete tasks;
An increase in the size, contrast of the depicted figures;
background unloading;
drawing relief contours or a bas-relief image.
The period of transition to education in the middle classes of general education and special schools
During this period, reflection occurs in children, their own views and opinions are developed, feelings of criticism and self-criticism arise. The main changes that play an important role in the internal position of the child occur in relationships with other people.
Communication determines the position of the child in the team and his personal development. Communication processes in visual impairments are a serious problem and difficult to solve. Non-verbal means of communication are especially difficult to form in children. The reasons for this are the fuzziness of the image of a person's perception and the difficulty of imitating the expressive-mimic expressions of normally seeing people. For many children with visual impairments, stiffness of movements, stereotypy of postures, memorization and monotony in the expression of emotional states are characteristic. Many children show a verbal rather than a practical understanding of the correct gestures, actions in communication with children and adults. There are also shortcomings in the speech means of interpersonal communication (in the culture of oral speech, in face-to-face communication, in the fluency of speech, in the connection between speech and non-verbal means of communication).
During this period, it is important for the psychologist to determine:
The level of formation of educational activities, the degree of assimilation of program material;
The level of theoretical, abstract thinking, reflection;
Arbitrariness, ability to self-regulation, formation of cognitive motivation;
Types of relationships and level of communication;
The degree of self-determination and independence;
The nature and content of self-assessment;
Knowledge gaps to be corrected.
Conducting psychological diagnostics of children with visual impairments requires special techniques, which, unfortunately, are few. Adaptation of the stimulus material in the study of children with visual impairments is caused by the need for its clear and accurate perception by children and requires the tiflopsychologist to know the diagnosis of the disease and the state of the main visual functions of the child under study: visual acuity, color vision, nature of vision, etc.
In this regard, the stimulus material for the examination should take into account the individual characteristics and difficulties in the perception of the material by each child. The tasks proposed for examination may consist of real objects, geometric planar and volumetric forms, relief and planar images in contour or silhouette form, made in various colors.
General requirements for the nature of the stimulus material
The main requirements for the nature of the stimulus material are as follows.
The contrast of the presented objects and images in relation to the background should be 60 - 100%. Negative contrast is preferable because children are better at distinguishing black objects on a white background than white objects on black.
Stimulus material must meet a number of conditions:
The proportionality of the ratios of objects in size in accordance with the ratios of real objects;
Correlation with the real color of objects;
High color contrast (80 - 95%);
Clear selection of near, medium, distant plans, etc.
The size of the presented objects is determined depending on the age and visual abilities of the child, which are specified together with the ophthalmologist.
The distance from the child's eyes to the stimulus material should not exceed 30 - 33 cm, and for blind children - depending on the visual acuity of the residual vision. The size of the perceptual field of the presented drawings should be from 0.5 to 50°. The angular dimensions of the images are within 3 - 35°. The background should be unloaded from details that are not included in the design of the task (this is especially true for tasks for children of preschool and primary school age).
It is desirable to use yellow-red-orange and green tones in the color scheme. Color saturation - 0.8 - 1.0.
Requirements for the stimulus material and the organization of the diagnostic procedure when examining children with amblyopia and strabismus
Children from 2 to 4 years old with amblyopia and strabismus with visual acuity up to 0.3 are recommended to present images in orange, red and green tones without shades, with high color saturation and contrast in relation to the presented background. The size of the presented objects must be more than 2 cm. You can present objects of any shape - both flat and three-dimensional. At the same time, it is desirable to present bulky objects not only for visual, but also for tactile examination, which is best done closer to noon.
Children of the same age, but with visual acuity of 0.4 and above, are presented with test objects of various colors and also about 2 cm in size (or less). The examination of the child can be carried out at any time of the day. It should be remembered that with convergent strabismus with farsighted refraction, the child needs glasses for near.
For divergent strabismus and high myopia, near glasses are also needed, and for moderate and mild myopia, glasses are not required.
Children from 5 to 10 years old with amblyopia and strabismus with a visual range of up to 0.3 with non-central but stable fixation are recommended to present test objects larger than 2 cm in predominantly orange, red and green colors. The shapes of objects are examined both visually and tactilely. Time of the experiment - morning or evening.
Children of the same age with the same visual acuity, but with central and unstable fixation, as well as with non-central and unstable fixation, are presented with test objects of the same colors, sizes and shapes. However, it is advisable to schedule the examination closer to noon.
The examination should take into account the distinctive feature of this category of children - the difficulty of localizing the gaze on a particular object.
Children aged 5 to 10 years with visual acuity of 0.4 and above with central stable fixation and with monocular, monocular-artenial and simultaneous vision, with convergent strabismus, can be presented with a variety of objects of various colors and sizes. The survey is carried out at any time of the day. A feature of this category of children is the difficulty of convergence, relaxation (relaxation). They also have difficulties with the perception of three-dimensional objects, as well as images of the foreground and background. To work with stimulus material during the examination, children need near glasses and convergence relaxation exercises (direction of gaze up and away).
Children aged 5 to 10 years with the same visual acuity with central stable fixation and with monocular, monocular-artenial and simultaneous vision, but with divergent strabismus, can be presented with objects of various colors and sizes. The survey is carried out at any time of the day. Near glasses and exercises to increase accommodation are recommended (direction of gaze
Method "Free drawing"
The level of formation of ideas about the environment, the level of mastery of the technique of drawing and the development of fine motor skills are revealed.
The child is provided with paper (not glossy), pencils and colored pencils, felt-tip pens. Pencils are selected with more contrast in relation to paper (red, blue, green, black, brown). The blind use the N.V. device. Klushina.
Methodology "Drawing of a man"
The results obtained by this method should be correlated with other tests aimed at identifying the formation of ideas about the image of a person.
Technique "Finishing shapes"
This technique can show not only the level of development of the imagination and the ability to create original images, but also gaps in the formation of real images associated with visual impairment.
During the examination, standardized diagnostic methods can be used to determine the level of mental development and educational activity of children with visual impairments. However, this is possible only if there are conditions that allow children to solve these tasks, namely, when adapting the material in accordance with the general requirements for the visual and tactile capabilities of children with visual impairments.
Copyright JSC "Central Clinical Hospital "BIBCOM" & LLC "Agency Book-Service" E. S. Fominykh WORKSHOP ON PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSTICS OF PERSONS WITH VISUAL IMPAIRMENT Educational and methodological manual Copyright JSC "Central Clinical Hospital "BIBCOM" & LLC "Agency Book-Service" CONTENTS INTRODUCTION…………………………………………………………………………….3 SECTION I. METHODOLOGICAL BASES OF PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSIS OF PERSONS WITH VISION IMPAIRMENT….4 Principles of face diagnostics visually impaired……………………………...4 Requirements for the organization and conduct of diagnostic examination of persons with visual impairment………………………………………………………… ……………...4 Methods of psychological and pedagogical diagnostics of persons with visual impairment….7 SECTION II. PSYCHODIAGNOSTIC WORKSHOP……………………...8 Psychological and pedagogical diagnostics of the cognitive sphere of persons with visual impairment……………………………………………………………………… ... .8 Psychological and pedagogical diagnosis of emotional-volitional and personal spheres of persons with visual impairment ……………………………………………… 22 Section III. PRACTICAL ASSIGNMENTS……………………………………………...42 2 Copyright OJSC “Central Design Bureau “BIBCOM” & LLC “Agency Book-Service” INTRODUCTION Training of bachelors in the direction of training 44.03.03 ) education”, the special psychology focus includes the formation of competencies in the field of diagnostic and advisory activities focused on the psychological and pedagogical study of the characteristics of psychophysical development, educational opportunities, needs and achievements of people with disabilities. This is specified in the ability of graduates to conduct a psychological and pedagogical examination of persons with disabilities, to analyze the results of a comprehensive medical, psychological and pedagogical examination of persons with disabilities based on the use of clinical, psychological and pedagogical classifications of developmental disorders1. The formation of the ability to conduct a psychological and pedagogical examination of persons with visual impairment is one of the results of mastering the discipline "Psychology of persons with visual impairment". Theoretical and methodological foundations of psychological and pedagogical diagnostics in case of a defect in the visual analyzer are considered in lectures, the acquisition of practical experience in activities, relevant skills and abilities is carried out in practical and laboratory classes. "Workshop on psychological and pedagogical diagnosis of persons with visual impairment" includes three sections: "Methodological foundations of psychological and pedagogical diagnosis of persons with visual impairment", which systematizes the basic principles of diagnostic work, general and specific requirements for the organization and conduct of diagnostic work with persons with visual impairment. "Psychodiagnostic workshop" contains methods for diagnosing the cognitive, emotional-volitional and personal spheres, adapted versions of which can be used in working with visually impaired persons (visually impaired, totally blind). "Practical tasks", including tasks for independent work of students. The implementation of the proposed tasks will deepen theoretical knowledge on the diagnosis of persons with visual impairment, as well as gain practical experience in diagnostic activities (conducting a diagnostic examination, adapting diagnostic methods in accordance with the visual capabilities of the subjects, developing a set of psychodiagnostic methods, etc.). 1 Federal State Educational Standard of Higher Education in the direction of training 44.03.03 Special (defectological) education (bachelor's degree) (dated October 30, 2015 No. 1087) - PEDAGOGICAL DIAGNOSIS OF PERSONS WITH VISUAL IMPAIRMENT Principles of diagnosis of persons with visual impairment 1. 2. 3. 4. 5. 6. 7. 8. The principle of humanity The principle of comprehensive study quantitative approach The principle of an individual approach The principle of confidentiality Requirements for the organization and conduct of a diagnostic examination of persons with visual impairment General requirements for the organization and conduct of an examination2 child, psychologist ical data on the mental development of the child before the examination). Observation of the behavior and activities of the child in the group, in the classroom, during leisure hours (the appearance of the child, contact, reaction to the survey situation, the orientation of interests and actions, the organization of attention and activity, the meaningfulness of work, the adequacy of the assessment of their actions, etc.). The choice of psychodiagnostic methods should correspond to the age and individual psychological characteristics and real capabilities of persons with visual impairment. When forming a complex of psychodiagnostic methods, it is also necessary to combine methods of a high level of formalization, which make it possible to standardize and mathematically process data, and slightly formalized methods, which allow obtaining additional information about the subject. When selecting diagnostic tools, the following is taken into account: understanding of the instructions by the subjects; the nature of the stimulus material, the sequence of its presentation. The compiled set of methods should provide a qualitative and quantitative analysis of the obtained 2 Shapoval I.A. Methods for studying and diagnosing deviant development M., 2005. 4 Copyright OJSC "Central Design Bureau" BIBCOM " & LLC "Agency Book-Service" results, which allows to identify the originality of the child's development and its potential. Organization of a place for conducting a diagnostic examination: a room equipped for individual work; obligatory "development" of the child in the room where the examination is carried out. Conditions for conducting a diagnostic examination: establishing sufficient contact of the child with a psychologist before the examination; adequate encouragement and stimulation of the child; relativity of estimated characteristics; control over the state of the subject (decrease in overall performance, fatigue, physical and emotional discomfort, excitement, etc.), taking into account possible fluctuations in his mood and motivation, the general pace of the examination; dosed nature of the experiment. Specific requirements for the organization and conduct of a diagnostic examination of visually impaired persons are presented in Table 1. Table 1 Specific requirements for the organization and conduct of a diagnostic examination of persons with visual impairment3 Requirements Content Contrast of the presented objects and images adaptation in relation to the background - 60 diagnostic 100%; Negative contrast is the preferred technique, as children are better able to distinguish black objects against a white background than white objects against black. Possibility The size of the presented objects is clearly and accurately determined depending on the age and perception of the child's visual abilities, which are specified diagnostically together with an ophthalmologist. material The size of the perceptual field of the presented drawings should be from 0.5 to 50 °. Angular dimensions of images – within 3 - 35°. The background should be unloaded from the details that are not included in the design of the task (this is especially true for tasks for children of preschool and primary school age). It is desirable to use yellow-red-orange and green tones in the color scheme. Color saturation - 0.8 - 1.0. The stimulus material must meet a number of conditions: - Proportionality of the ratios of objects in size in accordance with the ratios 3 Solntsev L. I. Typhlopsychology of childhood. M., 2002 5 Copyright OJSC “Central Design Bureau “BIBCOM” & LLC “Agency Book-Service” Continuation of table 1 - correlation with the real color of objects; - high color contrast (80 - 95%); - a clear selection of near, medium, long-range plans, etc. The distance from the child's eyes to the stimulus material should not exceed 30 - 33 cm, and for blind children - depending on the visual acuity of the residual vision. Procedure Increasing the time of exposure of the diagnostic stimulus material, depending on the examination of the features of visual pathology, by 2-10 times. Limitation of continuous visual load (5-10 minutes at primary and secondary preschool age and 15-20 minutes at senior preschool and primary school age). Changing the type of activity to an activity that is not associated with intense visual observation. Accounting for qualitative Methods based on motor parameters of skills assessment: not the speed and accuracy of the movements are taken into account, but the overall effectiveness of the performance. diagnostic tasks The time allotted for the task is increased; all tests for the study of the movements themselves and motor skills are excluded. Speech techniques: the formation of the child's real ideas corresponding to the verbal material is first clarified. The formalism of speech, characteristic of children with visual impairments, can manifest itself in the absence of a full-fledged real representation. Techniques with elements of drawing: you should first find out if the child has an idea about the object to be depicted and its characteristics. Techniques based on visual analysis and synthesis of spatial relations of objects: preliminary find out whether the child has formed knowledge of the proposed forms and objects. Techniques using free creative games: it is first found out whether the child knows the toys with which he will play. This is especially true of stylized toys, animals in clothes, fairy-tale characters. Children 6 Copyright JSC "Central Design Bureau "BIBKOM" & OOO "Agency Book-Service" Continuation of Table 1 First, they are introduced to the actions that can be performed with toys, as well as the room in which they will play. Techniques based on imitation: given the absence of this process in blind children and the difficulties of its formation in children with profound visual impairments, it is necessary to show the child himself, using his motor-muscular memory and joint actions with adults. Table 2 Methods of psychological and pedagogical diagnosis of persons with visual impairment Methods of psychological and pedagogical diagnosis of persons with visual impairment High-level methods Less formalized methods of formalization Testing Observation Questionnaires Conversation Projective methods Interview Psychophysiological methods Questionnaire survey Psychosemantic methods Introspective method LLC "Agency Book-Service" SECTION II. PSYCHODIAGNOSTIC WORKSHOP Psychological and pedagogical diagnostics of the cognitive sphere of persons with visual impairment Sensations4 Eye examination Equipment. The eye can be evaluated using a device made from a conventional ruler: the side of the ruler facing the subject is sealed with white paper; in the center there is a clear strip that divides the ruler into two equal halves; moving marks - sliders are fixed on the upper edge of the ruler. To work with partially sighted subjects, the ruler must be rigidly fixed on the table. Sliders should also have the same rigid fixation. The dividing line on the ruler should be embossed. Conduct procedure. The experimenter moves one slider away from the center by 5–12 cm. The subject must move the other slider in the opposite direction from the center by the same distance. The error is determined on a linear scale facing the experimenter. The test is repeated up to 10 times. Analysis of results. The calculation of the results is carried out by determining the percentage accuracy (T) according to the formula: T \u003d 100 - C2 100 / C1, where C2 is the sum of the differences from the given length of the segment (the sum of the test subject's errors in mm); C1 - the sum of the segments presented by the experimenter. The evaluation of the survey results is presented in the table (Table 3). Table 3 Quantification of the results of the method Score in points 1 2 3 4 5 6 7 8 9 Percentage accuracy 76 82 88 92 94 96 97 98 99 of length measurement Measurement of the spatial threshold of tactile sensitivity Equipment. An esthesiometer (Weber compass) (Fig. 1) or a caliper/drawing gauge with blunt needles can be used as equipment. Fig.1. Esthesiometer (Weber compass) 4 Litvak A.G. Workshop on tiflopsychology. M., 1989. 8 Copyright JSC "Central Design Bureau "BIBCOM" & OOO "Agency Book-Service" Procedure. Previously, the subject is convinced that the experiment is absolutely painless (because younger students may experience pain fear at the sight of measuring instruments). It also clarifies the child's understanding of the instructions. The esthesiometer is touched to the hand or other part of the body of the subject, without pressing on the skin. Gradually spread the legs of the device until the sensation of two touches appears, then bring them together until the sensation of one touch appears. This fixes the distance between the legs of the esthesiometer, at which the sensation of double touch first appears and disappears. Analysis of results. The individual spatial threshold of tactile sensitivity is taken to be the minimum distance between the needles of the esthesiometer, at which a double touch was ascertained by the subjects (i.e., there was a feeling of a dual effect) in half of the cases of presentation, i.e. three times out of six samples. In the process of work, the behavior of the subject should be carefully monitored, avoiding overstrain and fatigue. It is necessary to find out confidently or not very confidently the subject reacted to the presented stimuli. Measurement of mass discrimination threshold Equipment. Two sets of weights from 600 to 650 g. Procedure. The experimenter puts the subject on both palms, first the same weights, then different ones, adding weight. The test subject must determine which load is heavier (the ability to visually perceive the loads is excluded). Transferring loads from one hand to another is allowed. The mass of one of the weights gradually increases until the subject for the first time has a feeling of difference between the two counterweights. The experiment is carried out several times in the forward and reverse order, i.e. by successive decrease / increase in the mass of one of the weights. Analysis of results. The amount of additional mass at which the subject first feels the difference between the two weights is an indicator of the threshold for distinguishing mass. Perception The study of the ratio of visual and tactile perception of form 5 Experimental material: for visually impaired children, twelve planar figures of four geometric shapes are used: square, triangular, rectangular, trapezoid. Conduct procedure. The experiment is carried out individually and contains four series: 5 Cit. according to Uruntaeva G.A., Afonkina Yu.A. Workshop on preschool psychology. M., 2000. 9 Copyright OJSC Central Design Bureau BIBCOM & LLC Agency Book-Service 1. Visual acquaintance with the form. The subject is shown a figure of a certain shape for 10 s, then the whole set is shown in which he must find the previously presented sample. Similarly, the child is introduced to the rest of the figures. Samples are not allowed to be touched. 2. Tactile acquaintance with the form. The subject gets acquainted with the figures at first only through tactile perception (without the participation of vision), and then visual. In the set, he recognizes the figures in the same way as in the previous series. The features of visual and tactile perception (what the subject looks at, how he touches the object) and the time of examining the sample are recorded. 3. Visual recognition of form and tactile choice. The purpose of this and the next series is to reveal how the image is transferred from the visual modality to the tactile one and vice versa. The figure is presented to the child visually, and he must find it in the set by tactile perception. 4. Tactile recognition and visual choice. The child perceives the initial sample tactilely, and searches for it through visual perception. Analysis of results. The percentage indicators of success and failure in recognizing the figures, as well as the time of familiarization with the figures are calculated. The results are drawn up in a table (Table 4). Table 4 Correlation of visual and tactile perception of the form Successful completion of the task Correct Incorrect Refusal Subject Series 1 2 3 4 1 2 3 4 1 2 3 4 Compare quantitative data by series of the experiment, revealing age-related features of the perception of the form. Draw conclusions about the ratio of visual and tactile perception of the form; about the features of the transfer of an image from a visual modality to a tactile one and vice versa; analyze the nature of the mistakes made by children in the third and fourth series. The study of the orientation in the size of objects (based on the construction of a serial series) 6 Experimental material: 10 sticks of different lengths from 2 to 20 cm, differing from each other by 2 cm. Procedure. The study is carried out individually. 10 sticks are randomly laid out in front of the subjects and they are offered to complete the task: "Lay the sticks in a row so that they decrease in length." If the subject finds it difficult, then they explain to him the method of constructing a serial series: "Each time choose the longest stick from those that are laid out in a row." Analysis of results. Calculate the indicators of success and failure of building a serial number in percent. The task is considered completed 6 Cit. according to Uruntaeva G.A., Afonkina Yu.A. Workshop on preschool psychology. M., 2000. 10 Copyright JSC "TsKB "BIBCOM" & LLC "Agency Book-Service" is correct if the child has not made a single mistake. The evaluation of the results is carried out on the basis of the following criteria: Level I - children perform the task by comparing sticks by applying to each other; II level - children perform the task by trial (permutation of sticks); Level III - children carry out non-purposeful actions. Studying the Manifestation of Charpentier Illusions7 The Charpentier illusion is an illusion of gravity (a smaller load is perceived as heavier) that occurs when comparing two objects that are the same in weight and in the property of the material from which they are made, but different in volume. Experimental material: wooden rectangular parallelepipeds. Conduct procedure. Comparison of loads by the subjects is carried out twice: after a tactile examination of the object and without examination (weights are not given into the hands, but are lifted by the laces attached to them). Cargo evaluation is carried out with open and closed eyes. Instruction: “Tell me, are the objects the same weight or not?”. Exploring the Manifestation of the Muller-Lyer Illusion8 The Muller-Lyer illusion is an overestimation of the length of one of two different segments located one below the other. Experimental material: a table with segments (each 50 mm long) made in relief or in appliqué. For visually impaired subjects, an enhanced outline image can be used. Conduct procedure. The experiment is carried out twice: with open and closed eyes. The instruction emphasizes the prohibition of measuring segments, including with fingers. When analyzing the results, one should take into account the fundamental identity of the psychophysiological mechanisms of perception in the norm and in visual impairments. However, when examining persons with visual impairment, it must be taken into account that the manifestation of illusions in them is somewhat weakened and, in terms of age, they appear somewhat later than those with normal vision. Attention Methodology "Arrangement of numbers" Experimental material: a form with 25 cells, in which one- and two-digit numbers (from 1 to 99) are written in a random order, the sizes of which correspond to the visual capabilities of the subjects (Table 5, 6). 7 8 Litvak A.G. Workshop on tiflopsychology. M., 1989. Ibid. Table 5 5 19 12 33 23 20 3 56 40 82 17 77 24 10 8 9 91 71 68 14 35 87 64 1 42 Table 6 Procedure. The subject looks through a table with randomly placed numbers without making any notes in it. Then he must rewrite the numbers in ascending order in the blank table below. The numbers are written in order from smallest to largest. If, in the process of filling out a blank table, the subject notices a missing number, it is written in the next cell, circled and not counted as an error. Instruction: “In front of you is a form with two tables. The first table contains single-digit and double-digit numbers in random order. The cells of the second table are free. Your task is to quickly and correctly rewrite the numbers from table 1 to table 2 in ascending order, starting with the smallest number. Table 2 should be completed line by line. No notes can be made in the first table. If in the process of work you find that you missed a number, write it down in the next free cell and circle it. In the allotted time, you need to correctly arrange as many numbers as possible. At the command "Start!" get to work, on command "Stop!" stop working and put the form aside." Analysis of results. The main indicators of the test: the number of errors made (the percentage of errors from the number of presentations) and the search time for the number. Based on the test results, a fatigue curve can be built (for example, by the number of errors made). The indicator of the distribution of attention (PW) is determined by the formula PB \u003d P - B / t, where P is the total number of written (arranged) numbers; B is the number of errors (missing numbers); t is the time to complete the task or the time spent by the subject on the task, if he completed it faster. 12 Copyright OJSC "Central Design Bureau "BIBCOM" & LLC "Agency Kniga-Service" Methodology "Schulte Tables" Experimental material: five tables (Table 7-11), numbered with Roman numerals, on which numbers from 1 to 25 are randomly located. For visually impaired subjects, the size of the numbers is selected taking into account visual capabilities; for the blind, a variant of presentation in Braille is possible. Table 7 I 14 22 4 20 15 9 7 25 6 24 2 16 11 23 1 21 5 18 8 17 13 10 3 19 12 Table 8 II 2 17 22 10 14 13 6 18 5 23 1 25 3 12 4 8 7 15 24 9 20 11 19 16 21 Table 9 III 21 2 4 17 22 11 20 13 6 3 1 18 25 14 8 19 5 16 9 15 24 10 7 12 23 13 Table 10 IV 5 11 24 9 16 21 2 17 1 10 23 7 19 12 3 4 13 6 8 15 25 20 18 14 22 11 4 13 22 16 5 Procedure. The subject is given tables in turn. The subject finds, shows and names the numbers in ascending order. The test is repeated with five different tables. Instruction: the subject is offered the first table: "On this table, the numbers from 1 to 25 are not in order." Then the table is closed and continued: "Name and show all the numbers in order from 1 to 25. Try to do this as quickly and without errors as possible." The table is opened and, simultaneously with the start of the task, the stopwatch is turned on. The second, third and subsequent tables are presented without instructions. Analysis of results. The main indicator is the execution time, as well as the number of errors separately for each table. Based on the results of each table, an “exhaustion (fatigue) curve” can be constructed, reflecting the stability of attention and performance in dynamics. Also, the methodology allows to calculate the following indicators: work efficiency: ER = T1 + T2 + T3 + T4 + T5 / 5, where T1 is the time of working with the first table, T2 is the time of working with the second table, T3 is with the third table, T4 is from the fourth, 14 Copyright JSC Central Design Bureau "BIBCOM" & OOO "Agency Kniga-Service" T5 - from the fifth. degree of workability: VR=T1 / ER; the lower the ER index, the higher the workability. mental stability: PU = Т4 / ER; the lower the PU index, the higher the mental stability of the subject. Studying the stability of attention 9 Experimental material: a sheet of paper on which 9 rows of circles are drawn (6 circles in a row), the first row is painted in 6 colors; plot pictures, colored pencils, stopwatch. Conduct procedure. The experiment is carried out individually and includes two series: 1. The child is shown pictures sequentially and the time they are viewed is recorded (the time interval between the moment when the subject turned to the picture and the moment when he was distracted by the experimenter or the environment). 2. The child is asked to color the circles according to the color of the first row. Fix the duration of activity, the duration of distractions. Analysis of results. The data of the first series are drawn up in a table (Table 12); calculate the average time spent looking at the pictures, which is an indicator of the stability of attention. Table 12 Peculiarities of stability of attention Subject Time of looking at the picture 1 2 3 4 5 Average In the second series, the average duration of activity and the average duration of distractions are calculated. The results are presented in a table (Table 13), conclusions are drawn about individual manifestations of resistance. Table 13 Features of attention stability Average Average Tested duration duration of activity (min) distractions (min) 9 Uruntaeva GA, Afonkina Yu.A. Workshop on preschool psychology. M., 2000. 15 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" Memory Logically mediated memorization according to A. N. Leontiev "Slovokartinka"10 Experimental material: words (game, summer, sea, forest, lunch, work, school), corresponding subject images (matryoshka, sun, boat, mushroom, spoon, hammer, briefcase, additionally - a star). Conduct procedure. Preliminarily, the formation of the child's ideas about the relevant subjects is clarified. Instruction: "For each word that I will name, it is necessary to choose a suitable picture in order to better remember it." If a child has difficulties in choosing a picture, then he is assisted in the amount of 1-2 lessons to explain the principle of selecting a picture for a word. After each choice made, the child needs to justify it, i.e. find an association. After the child makes a choice for all the words, he is asked 2-3 questions of a distracting nature, and then they are asked to reproduce the memorized words from the pictures. The analysis of the results is carried out on the basis of the following criteria: independence of the choice of an associative pair; the content of the child's explanation of the associative pair; Accuracy of word reproduction by reference image. Also, the technique allows you to identify the formation of the child's ability to abstract. Method "Remember a couple": the study of logical and mechanical memory by memorizing two rows of words 11 Experimental material: two rows of words. In the first row there are semantic links between words, in the second row they are absent (Table 14). Table 14 Stimulus material First row Second row doll - play beetle - chicken chair - egg compass - glue scissors - cut the bell - arrow horse - sleigh tit - sister book - teacher watering can - tram butterfly - fly shoes - samovar brush - teeth match - decanter drum - pioneer hat - bee snow - winter fish - fire cow - milk saw - scrambled eggs 10 Ufimtseva L.P., Kuregesheva T.N. Psychodiagnostic methods for working with younger schoolchildren with profound visual impairment // Defectology, 2002. No. 6 11 Anufriev A.F., Kostromina S.N. How to overcome difficulties in teaching children. Psychodiagnostic tables. Psychodiagnostic methods. corrective exercises. M., 1997. 16 Copyright JSC "Central Design Bureau" BIBCOM " & LLC "Agency Book-Service" Procedure. The experimenter reads out 10 pairs of words of the studied series (the interval between the pair is 5 seconds). After a 10-second break, the left words of the series are read (with an interval of 10 seconds), and the subject writes down the memorized words of the right half of the series. Analysis of results. The results of the experiment are recorded in the table (Table 15): memory of a series (A2) of words (B2) (A2-B2) When analyzing the results, it is necessary to note the attitude of the subject to the experiment, understanding the task, accepting help. Speech and thinking Ebbinghaus technique (filling in the missing words in the text)12 Experimental material: text with missing words (adapted for visually impaired children involves the use of an enlarged font, for blind children - Braille). Instructions: Fill in the missing words. Snow _________ hung low over the city. In the evening began ________________. Snow fell in large _________________. The cold wind howled like a wild _____________. At the end of the deserted and deaf ________________, a girl suddenly appeared. She slowly and with _______________ made her way along _________________. She was thin and poor ___________. She moved slowly forward, felt boots sloshed and _____________ her to go. She was wearing a bad ___________________ with narrow sleeves, and _________ on her shoulders. Suddenly the girl _____________________ and, bending down, began something _______________ under her feet. Finally, she stood on ______________ and, with her blue hands from _______________, began to _________________ over the snowdrift. Conduct procedure. The subject needs to read the text and enter only one word in each gap so that a coherent story is obtained. Analysis of results. The level of understanding of the text, the level of speech development are assessed; the subject's reactions to the comments and leading questions of the experimenter, the ability to accept and use help; criticality Anufriev A.F., Kostromina S.N. How to overcome difficulties in teaching children. Psychodiagnostic tables. Psychodiagnostic methods. corrective exercises. M., 1997. 12 17 Copyright OJSC "TsKB" BIBCOM " & LLC "Agency Book-Service" of the subject (the desire to compare the words that he is going to enter with the rest of the text); association productivity. Methods of understanding stories and plot pictures13 Experimental material: the selection of pictures and stories should correspond to the age characteristics and visual abilities of the child (visual acuity, the state of color and light sensitivity, nosological affiliation). Analysis of results. The peculiarity of retelling is analyzed, the child's ability to highlight the main thing in the story and distract from minor details, the ability to understand the hidden (figurative) meaning of the story. Particular attention is paid to the subject's speech: vocabulary, rate of speech, conciseness / excessive thoroughness. The method of using plot pictures, in addition to the indicated one, reflects the subject's reasoning, the ability to understand the meaning of what is happening and establish cause-and-effect relationships. The use of humorous pictures in the study reveals an understanding of the meaning of the comic as a diagnostic indicator of the child's intellectual safety. Technique "Fourth extra" Experimental material 14: cards on which 4 words are depicted (written), three of which can be combined into a group according to a common feature: book, briefcase, suitcase, wallet; stove, kerosene stove, candle, electric stove; tram, bus, tractor, trolleybus; boat, wheelbarrow, motorcycle, bicycle; river, bridge, lake, sea; butterfly, ruler, pencil, eraser; kind, affectionate, cheerful, evil; grandfather, teacher, father, mother; minute, second, hour, evening; Vasily, Fedor, Ivanov, Semyon. Conduct procedure. The child is asked to find the “extra” word and explain his choice. Analysis of results 15 . When conducting an experiment, the following protocol form can be used. Protocol No. .... Date Subject 13 Litvak A.G. Workshop on tiflopsychology. M., 1989. Anufriev A.F., Kostromina S.N. How to overcome difficulties in teaching children. Psychodiagnostic tables. Psychodiagnostic methods. corrective exercises. M., 1997. 15 Litvak A.G. Workshop on tiflopsychology. M., 1989. 14 18 Copyright JSC Central Design Bureau "BIBCOM" & LLC "Agency Kniga-Service" Name of the card / its number Excluded subject Explanation of the subject When analyzing the results, it is necessary to reflect the attitude of the subject to the experiment, attitude to incorrect answers, reactions to the questions of the experimenter . Attention is drawn not only to the items that the subject excludes, but also the explanation for their exclusion. An important diagnostic indicator is the understanding of the task, the acceptance of help; cases of the correct exclusion of the subject, but the absence of an explanation are also highlighted; grouping objects according to situational and unimportant features. Based on the data of the experimental study, a conclusion is made about the features of the analytical and synthetic activity of the subject, the ability to find a generalizing concept and exclude one. Exclusion of a superfluous object16 Experimental material. The methodology includes three tasks, which require: four large and one small button of the same thickness and texture; five planar images (fish) in the form of applications of the same size and shape, made of two types of paper (four small-grained fish, one of coarse-grained paper): five embossed geometric figures (large and small circles); large and small oval, differently located in space - horizontally and vertically; one horizontal rectangle). Procedure: the subject needs to find an extra object by touch. The analysis of the results is carried out on the basis of the following criteria: did the child cope with the task on his own or did he need the help of an adult; what kind of help the child needed more (stimulating, organizing, teaching); how he received help and how effective it was in achieving results. Also, the technique allows to draw a conclusion about the formation of a number of logical operations (analysis, comparison, generalization). Imagination17 Method of inkblots Experimental material: an indeterminate form of a spot. An adapted version of the methodology for visually impaired subjects includes 16 Ufimtseva L.P., Kuregesheva T.N. Psychodiagnostic methods for working with younger schoolchildren with profound visual impairment // Defectology, 2002. No. 6. 17 Litvak A.G. Workshop on tiflopsychology. M., 1989. 19 Copyright JSC "Central Design Bureau" BIBCOM " & LLC "Agency Book-Service" use of images of large size with saturated tonality. For totally blind subjects, embossed spots, three-dimensional test objects made of plaster or wood, and indefinite shapes (three-dimensional apperceptive test) can be used. Conduct procedure. The spot is presented to the subject, who must give as many interpretations as possible (i.e. say what the spot or parts of it look like). During the experiment, the subject can freely turn the sheet and examine the spot in any position. Time to examine the spot is not limited. Analysis of results. The number of responses of each subject is estimated, tk. the level of development of the imagination correlates with the activity and speed of association with certain objects. An important diagnostic value is the nature of localization, i.e. interpretation of the whole spot or its separate part. Responses of the latter kind testify to a greater power of imagination. Attention is drawn to the static or dynamic nature of the images that have arisen in the process of interpretation. The introduction of elements of movement, dynamics testifies to the liveliness and brightness of fantasy images. The answers of the subjects should also be evaluated in terms of their originality, i.e. how rare or frequent similar responses are in others. Frequent responses are classified as popular and testify to the stereotyped imagination of the subject. When working with preschool children, suggestion of certain answers should be avoided, therefore, the experiment is recommended to be carried out in the form of the “Look and Guess” game. Method for drawing geometric figures Experimental material: the image of a geometric figure (circle, square, triangle). For children with profound visual impairments, a relief image of a geometric figure is offered; drawing is replaced by pronunciation of possible associations. Procedure: the subject needs to draw the figure to the object image. In the process of work, the time during which the subject performs the task is taken into account. During the oral performance of the task, the answers of the subject are strictly recorded, while the geometric figure is clarified. Analysis of results. The number of drawings (associations) made by the subject as a whole and on the basis of each individual figure is subject to evaluation. An important indicator is the originality of the drawing, i.e. its unusualness, dissimilarity, which testifies to the power of creative imagination. On the contrary, popular drawings testify to the poverty of the imagination. So, the image of a house based on a triangle, the sun based on a circle can be considered popular and indicates a low level of development of the imagination, but provided that there are no other associations. Technique for the study of recreating imagination (illustrating scenes from literary works) 20 Copyright OJSC Central Design Bureau BIBCOM & LLC Agency Book-Service Analysis of the results. The accuracy of the depiction of the characteristics of the characters in the work, the correctness of the reflection of the semantic relationships between them are evaluated. The reconstruction of the environment in a particular scene is taken into account; the nature of the contributions, i.e. the inclusion of details not described in the text, but quite acceptable, which reflect the power and richness of the recreating imagination. The lack of graphic skills of the subjects can be compensated during the conversation, during which it turns out what the subject wanted to portray, what he failed to do. Modified version for blind children: model illustration, i.e. recreating the scene from the proposed set of toys (animals, trees, other items). The analysis takes into account not only the nature of the arrangement of figures and the subject design of the scene, but also the adequacy of the choice of individual characters from the proposed set. Particular attention is paid to the conversation after the end of work. Methods for the study of verbal imagination: Method of three words - the subject is offered a set of three words (for example, rain, field, earth), from which in a certain amount of time (5, 10, 15 minutes) it is necessary to compose as many phrases as possible (all words must be listed in each phrase). The analysis of the results includes an assessment of the originality of phrases on a five-point system: 5 - witty, original combination; 4 - the correct, logical combination of words; 3 - perhaps it is possible; 2 - two words are connected, and the third is not logical; 1 - a meaningless combination of words. The method of functional associations is to come up with as many ways as possible to use various objects - a key, a ruler, glasses, watches. A qualitative analysis of the results of an experimental study of the features of the imagination of persons with visual impairment should reflect the attitude of the subject to the examination procedure (interest, indifference, anxiety), his statements during the task. The study of imagination in verbal creativity 18 Experimental material: the beginning of the fairy tale about the hare is preliminarily invented. Conduct procedure. The experiment is carried out individually and includes 4 series: 1. The subject is asked to come up with a fairy tale at the beginning (about a hare). 2. The subject is asked to come up with a fairy tale on the topic (about the adventures of a little puppy). 3. The subject is invited to come up with a fairy tale with the name: "Inseparable friends." 4. The subject is asked to come up with a fairy tale on a free topic. Series are held at intervals of several days. 18 Uruntaeva G.A., Afonkina Yu.A. Workshop on preschool psychology. M., 2000. 21 Copyright JSC "Central Design Bureau" BIBCOM " & LLC "Agency Book-Service" Analysis of the results. The data of the protocols are drawn up in a table (Table 16-18) for each series separately. Table 16 Composition of fairy tales Test subject Beginning Plot development Plot development Climax Denouement Ending Table 17 Structural features of fairy tales Subject everyday life Adventure fairy tale plot Main secondary characters sources of imagination (familiar fairy tales, personal experience, etc.) ), as well as imaging operations used by children. The analysis of each fairy tale is carried out on the basis of the following indicators: 1. The presence of a plot, the idea of \u200b\u200ba fairy tale, its correspondence to the name, plan or picture, heroes. 2. The nature of the processing and transformation of images of perception and memory, the features of their combination when recreating images and figurative situations. 3. Completeness and detail of presentation. 4. The number of recreated and created images and figurative situations. 5. Emotional saturation of the content of the tale. 6. Verbal designation of the external appearance of the characters, the situation, the circumstances of the actions. Psychological and pedagogical diagnostics of the emotional-volitional and personal spheres of persons with visual impairment The study of awareness of their emotions 19 Experimental material. Questions for conversation: What do you like? What don't you like? When are you having fun? What do you do when you're having fun? When you are sad? What do you do when you're sad? When are you happy? What do you do when you are happy? When are you scared? What do you do when you're scared? 19 Uruntaeva G.A., Afonkina Yu.A. Workshop on preschool psychology. M., 2000. 22 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" Procedure. Questions are being discussed. Analysis of results. Children's explanations are analyzed according to the scheme, determining what they understand by this or that emotional experience and how fully they are aware of them. 1. Situations, objects and actions that cause children's feelings: natural phenomena (“I love it when it's warm”, etc.); items that satisfy utilitarian needs (“I love ice cream”, etc.); relationships with adults and peers (“I love it when my mother is with me”, etc.); Violation or compliance with the rules of conduct and moral standards; (I don’t like it when children fight, etc.); situations from films, books (“I'm afraid of a monster”, etc.); activities or actions that the child himself performs (“I like to play”, etc.); undifferentiated idea of emotion (“I love when I love”, etc.). 2. Actions that the child associates with a certain emotion: the adequacy of actions to the experience (“When I am sad, I cry”); inconsistency of the indicated actions with emotions, naming the same actions as corresponding to different experiences (“When I am happy, I take a walk. When I am sad, I take a walk”, etc.); inability to establish the relationship between action and emotion. 3. Detailed responses as an indicator of the degree of awareness of the experience: short answer (“I love everything to eat”, etc. ); the answer is short, but becomes more detailed with additional questions from an adult; The answer is detailed and detailed. It is analyzed what causes positive emotions more often, negative ones, what causes fears, etc. A conclusion is made about what emotions children are better aware of (in different age periods). Methodology for identifying children's fears "Fears in the houses" 20 Experimental material. Two houses (on one or two sheets): black and red. Conduct procedure. The subject is asked to settle the fears from the list in the houses (adults call the fears in turn). You need to write down those fears that the child has settled in a black house, i.e. admitted that he was afraid of it. Older children can be asked: "Tell me, are you afraid or not afraid ...". The conversation should be conducted slowly and in detail, listing the fears and waiting for the answer "yes" - "no" or "I'm afraid" - "I'm not afraid." To repeat the question of whether 20 Panfilova M. A. Game therapy of communication: tests and corrective games. A practical guide for psychologists, teachers, parents. - M.: GNOMi D Publishing House, 2002 23 Copyright OJSC Central Design Bureau BIBCOM & LLC Agency Book-Service is a child afraid or not afraid, it should only be from time to time. This avoids the suggestion of fears, their involuntary suggestion. With the stereotypical denial of all fears, they are asked to give detailed answers like “I’m not afraid of the dark”, and not “no” or “yes”. The adult asking questions sits next to, and not in front of the child, not forgetting to periodically encourage and praise him for telling it like it is. It is better for an adult to list fears from memory, only occasionally looking at the list, and not reading it out. After completing the task, the child is asked to close the black house with a lock (draw it), and throw away or lose the key. This act calms the actualized fears. Instruction for the child: “Terrible fears live in the black house, and not terrible ones live in the red one. Help me settle the fears from the list into houses. Are you afraid: 1) when you are alone; 2) attacks; 3) get sick, get infected; 4) die; 5) that your parents will die; 6) some children; 7) some people; 8) mothers or fathers; 9) that they will punish you; 10) Baba Yaga, Koshchei the Immortal, Barmaley, Serpent Gorynych, monsters. (For schoolchildren, fears of invisible people, skeletons, the Black Hand, the Queen of Spades are added to this list - the whole group of these fears is designated as fears of fairy-tale characters); 11) before falling asleep; 12) terrible dreams (which ones); 13) darkness; 14) wolf, bear, dogs, spiders, snakes (animal fears); 15) cars, trains, planes (fears of transport); 16) storms, hurricanes, floods, earthquakes (fears of the elements); 17) when very high (fear of heights); 18) when very deep (fear of depth); 19) in a cramped small room, room, toilet, overcrowded bus, subway (fear of closed space); 20) water; 21) fire; 22) fire; 23) wars; 24) large streets, squares; 25) doctors (except for dentists); 26) blood (when there is blood); 27) injections; 28) pain (when it hurts); 24 Copyright JSC "Central Design Bureau "BIBCOM" & OOO "Agency Kniga-Service" 29) unexpected, sharp sounds, when something suddenly falls, knocks (you are afraid, you shudder at the same time); 30) to do something wrong, wrong (bad - for preschoolers); 31) be late for the garden (school). Analysis of the results: the experimenter counts the fears in the black house. The total responses of the child are combined into several groups according to the types of fears. If the child gives an affirmative answer in three cases out of four or five, then this type of fear is diagnosed as present. All listed fears can be divided into several groups: medical fears – pain, injections, doctors, diseases; fears associated with causing physical damage - transport, unexpected sounds, fire, war, the elements; fear of death (one's own); fear of animals; fears of fairy-tale characters; fear of darkness and nightmares; socially mediated fears – people, children, punishments, being late, loneliness; spatial fears - heights, depths, closed spaces; The presence of a large number of various fears in a child is an indicator of a preneurotic state. The study of social emotions 21 Experimental material: a list of questions. Conduct procedure. First episode. The experimenter asks the subject questions: 1. Is it possible to laugh if your friend has fallen? Why? 2. Is it possible to offend animals? Why? 3. Do I need to share toys with other children? Why? 4. If you broke a toy, and the teacher thought of another child, is it necessary to say that it is your fault? Why? 5. Is it okay to make noise when others are resting? Why? 6. Can you fight if another child takes your toy away from you? Why? Second series. The subject is asked to complete several situations: 1. Masha and Sveta were putting away toys. Masha quickly put the cubes into the box. The teacher told her: “Masha, you have done your part of the work. If you want, go play or help Sveta finish the cleaning." Masha answered ... What did Masha answer? Why? 2. Petya brought a new toy to kindergarten - a dump truck. All children wanted to play with this toy. Suddenly Seryozha came up to Petya, grabbed the car and began to play with it. Then Petya... What did Petya do? Why? 3. Katya and Vera played tag. Katya ran away, and Vera caught up. Suddenly Katya fell... Then Vera... What did Vera do? Why? 21 Uruntaeva G.A., Afonkina Yu.A. Workshop on preschool psychology. M., 2000. 25 Copyright OJSC Central Design Bureau BIBCOM & LLC Agency Book-Service 4. Tanya and Olya played mother-daughter. A little boy came up to them and asked: "I also want to play." “We will not take you, you are still small,” Olya answered. And Tanya said... What Tanya said. Why? 5. Kolya played horses. He ran and shouted: “But, but, but!”. In another room, his mother was putting his little sister Sveta to bed. The girl could not sleep and cried. Then mom went up to Kolya and said: “Kolya, don’t make noise, please, Sveta can’t fall asleep.” Kolya answered her ... What did Kolya answer? Why? 6. Tanya and Misha were drawing, the teacher approached them and said: “Well done, Tanya. Your drawing is very good." Misha also looked at Tanya's drawing and said... What did Misha say? Why? 7. Sasha walked around the house. Suddenly he saw a small kitten that was shivering from the cold and meowing plaintively. Then Sasha... What did Sasha do? Why? The analysis of the results is carried out according to the scheme: 1. How the child relates to peers (indifferently, evenly, negatively), whether he gives preference to someone and why. 2. Does he help another, for what reason (at his own request, at the request of a peer, at the suggestion of an adult); how he does it (willingly, effective help: reluctantly, formally; starts to help with enthusiasm, but it quickly gets boring, etc.). 3. Does it show a sense of duty towards peers, younger children, animals, adults, in what way it is expressed and in what situations. 4. Does he notice the emotional state of the other, in what situations. How does he react to it. 5. Shows concern for peers, younger children, animals, and how (constantly; from time to time; occasionally); what motivates him to care for others; in what actions care is expressed. 6. How he reacts to the success and failures of others (indifferently, reacts adequately, reacts inadequately - envies the success of another, rejoices in his failure). When processing the results of the series, special attention is paid not only to the correctness of the child's answer, but also to his motivation. The results of the first and second series are compared. The conclusion is made about the formation of social emotions and their influence on the behavior of children of different ages. The study of the formation of the image of "I" and self-esteem 22 Experimental material. A list of questions that help to find out the child's attitude to attractive and unattractive individual psychological qualities of a person and attitude towards himself, for example: 1. Imagine a person you like so much that you would like to be like him, would like to be like him. What kind of person is this? What would you like to be? Who would you like to be like? 2. Imagine a person you dislike so much that you would never want to be like him. Wouldn't want to be like him. What kind of person is this? What would you like to be? Who wouldn't you like to be like? 22 Op. by Uruntaeva G. A., Afonkina Yu.A. Workshop on preschool psychology. M., 2000. 26 Copyright OJSC "Central Design Bureau" BIBCOM " & LLC "Agency Book-Service" 3. What can you tell us about yourself? What are you? Draw a scale with divisions from -10 to +10 (the center is marked "0"), pick up a chip. Conduct procedure. The study is conducted in two series: First series. Questions session. Second series. The child is presented with a scale with the characteristics named by the children in response to questions, as well as a standard set of antonyms (“good - bad”, “kind - evil”, “smart - stupid”, “strong - weak”, etc.). The experimenter gives the following instructions: “On this scale are all people in the world: from the kindest to the most evil (the display is accompanied by the movement of the hand along the scale from bottom to top on the scale). At the very top are all the kindest people in the world, at the very bottom - the most evil, in the middle - the average. Where are you among all these people? Mark your place with a chip. After the child has made a choice. He is asked: “Are you really like this or would you like to be like that? Mark what you really are and what you would like to be? Ideal and real self-assessments are made several times according to different individual psychological qualities. Analysis of results. Based on the results of the conversation, the presence and nature of the child's ideas about himself, his value judgments and preferences are revealed. According to the results obtained in the second series of the experiment, they compare how many children have the highest possible self-esteem, how many differentiated (distinguishing between ideal and real assessments); the results are drawn up in a table (Table 19). Table 19 Features of the image of "I" The content of the child's ideas about himself Time Meaningful conduct Refusal "I - "Self-critical" idea of the experiment is good" Summarizing the answers of the children in the first and second series, it turns out that the subjects have formed the image of "I" differentiated self-esteem when distinguishing between real and ideal plans with a meaningful story about yourself). “Self-Assessment of Personal Qualities” 23 Instruction: “On the form, column 2 lists 20 different personality traits. In column No. 1 (N) you need to rank personal qualities depending on how they appeal to you (20 - the highest 23 Litvak A.G. Practicum on tiflopsychology. M., 1989. 27 "Agency Book-Service" score, 1 - the lowest), then in column No. 3 (N1) rank these qualities in relation to yourself. Form 1 category N Personal qualities N1 d d² 1 2 3 4 5 Compliance Courage Hot temper Persistence Nervousness Patience Enthusiasm Passivity Coldness Enthusiasm Caution Capricious Slowness Indecisiveness Energetic Cheerfulness Suspiciousness Stubbornness Carelessness Shyness Σ d² Processing and interpretation of the results. It is necessary to determine the difference between the desired and actual level of each personal quality (d = N - N1) - column No. 4, then square it (column No. 5). After that, the sum of squares (Σ d²) is calculated and the correlation coefficient is determined using the formula R = 1 - 0.00075 Σ d². The closer the coefficient is to 1 (0.7 - 1), the higher the self-esteem and vice versa. A coefficient of 0.4 - 0.6 testifies to adequate self-esteem. "Diagnostics of the level of claims" (modified version of the method of F. Hoppe)24 Experimental material. The subject receives 12 cards with tasks of varying degrees of complexity, arranged in ascending order of numbers (Table 20). The complexity of the task corresponds to the value of the serial number that the subject sees (the task is on the back of the card). 24 Litvak A.G. Workshop on tiflopsychology. M., 1989. 28 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" 1 2 3 4 5 6 7 8 9 10 11 12 Table 20 "N" Write/name four fruits with "A" Write/name six names with "P" Write/name six countries with "I" Write/name ten plants with "P" Write/name twenty cities with letter "C" Write/Name all continents beginning with "A" Write/Name five countries beginning with "M" Write/Name five films with "M" Write/Name five famous film actors with "L" Write/Name surnames of five Russian writers beginning with the letter “R” Write / name the names of five Russian artists beginning with the letter “K” Instructions: “In front of you are cards with a task written on the back. The numbers indicate the degree of their difficulty. The task is given a certain, unknown time. If you do not meet the specified time, the task is considered failed. You choose the task for yourself." Analysis and interpretation of results. During the experiment, the researcher can arbitrarily increase or decrease the time allotted for the task, thereby arbitrarily evaluating the performance as correct or incorrect. It is expedient to limit the number of elections to five. When evaluating the results, the number of points corresponding to the ordinal number of the task is taken into account. As an assessment of the level of claims, the total number of points scored is used. Also, the technique allows to calculate the average value of shifts after a successful or unsuccessful decision. The method of differential diagnosis of depressive states V. Zunge25 Experimental material: a questionnaire, including 20 statements. For the visually impaired, the text of the questionnaire is adapted in accordance with their visual capabilities, for the totally blind there is a version in Braille. Procedure: The subject is asked to rate their condition using a rating scale (from "never/occasionally" to "almost always/always"). The subject notes the answers on the form. A complete examination with processing of the results takes 20-30 minutes. Instructions: “Read carefully each of the following sentences and cross out the appropriate number on the right, depending on how you feel lately. Do not think too long about the questions, because there are no right or wrong answers. 25 F4etiskin N.P. Socio-psychological diagnostics of personality development and small groups. M., 2002. 29 Copyright OJSC Central Design Bureau BIBCOM & OOO Agency Book-Service Answers: 1 - never or occasionally, 2 - sometimes, 3 - often, 4 - almost always or constantly. Questionnaire form 1– 4– never 2– 3– almost or sometimes often always or occasionally always 1 I feel depressed 2 I feel best in the morning 3 I have periods of crying or close to tears 5 I have a poor night's sleep 6 I have an appetite no worse than usual 7 I enjoy looking at attractive women (men), talking with them, being around them 8 I notice that I am losing weight 9 I am constipated 10 My heart beats faster than usual 11 I get tired for no reason 12 I think just as clearly as always 13 I find it easy to do what I can 14 I feel anxious and cannot sit still 15 I have hope for the future 16 I am more irritable than usual 17 I find it easy to make decisions 18 I feel useful and necessary 19 I live a fairly full life 20 I feel that other people will feel better if I die I am still happy with what has always made me happy Analysis and processing of results is carried out in accordance with the key. The level of depression (UD) is calculated by the formula: UD = Σpr. + Σrev., where Σpr. - the sum of the crossed out numbers to the "direct" statements No. 1, 3, 4, 7, 8, 9, 10, 13, 15, 19, and Σarr. - the sum of the numbers “reverse” to the crossed out statements No. 2, 5, 6, 11, 12, 14, 16, 17, 18, 20. For example, if the number 1 is crossed out for statement No. 1, then the answer is awarded 1 point (if the number 2 - 2 points, number 3 - 3 points, number 4 - 4 points However, the crossed out number 1 in statement No. 2 will receive 4 points (number 2 - 3 points, number 3 - 2 points, number 4 - 1 point, respectively). As a result of processing the results of the methodology, an UD is obtained, which ranges from 20 to 80 points. If the UD is not more than 50 points, then a state without depression is diagnosed. If the UD is from 51 to 59 points, it is concluded that there is mild depression of a situational or neurotic nature. With an UD score of 60 to 69 points, a subdepressive state or masked depression is diagnosed. With an UD of more than 70 points, a true depressive state is diagnosed. The method of express diagnostics of neurosis by K. Heck and H. Hess26 Experimental material: a standardized questionnaire designed to examine people from 16 to 60 years old. The questionnaire consists of 40 statements, to which the subject must answer "yes" or "no". For the visually impaired, the text of the questionnaire is adapted in accordance with their visual capabilities, for the totally blind there is a version in Braille. Conduct procedure. Instructions: You are presented with a list of statements. For each statement, answer "yes" if you agree with it (consider it true in relation to yourself) or "no" if you do not agree with it. Questionnaire text: 1. I feel that I am internally tense (a). 2. I am often so wrapped up in something that I cannot sleep. 3. I feel easily hurt (oops). 4. I find it difficult to talk to strangers. 5. I often feel listless and tired for no particular reason. 6. I often get the feeling that people are looking at me critically. 7. I am often haunted by useless thoughts that do not go out of my head, although I try to get rid of them. 8. I am rather nervous. 9. It seems to me that no one understands me. 10. I am rather irritable. 11. If they had not been set against me, my business would have been more successful. 12. I take trouble too close and for a long time. 13. Even the thought of a possible failure worries me. 14. I had very strange and unusual experiences. 15. I sometimes feel happy, sometimes sad for no apparent reason. 16. During the whole day I dream and fantasize more than necessary. 17. My mood changes easily. 18. I often fight with myself not to show my shyness. 19. I would like (a) to be as happy (oh) as other people seem to be. 20. Sometimes I tremble or have chills. 26 Practical psychodiagnostics. Methods and tests / ed. D.Ya. Raygorodsky. Samara, 2001. 31 Copyright OJSC Central Design Bureau BIBCOM & OOO Agency Kniga-Service 21. My mood often changes depending on a serious reason or without it. 22. I sometimes experience a feeling of fear even in the absence of real danger. 23. Criticism or reprimand hurts me a lot. 24. At times I am so restless (ina) that I cannot even sit in one place. 25. I sometimes worry too much about small things. 26. I often feel dissatisfied. 27. I find it difficult to concentrate when doing any task or work. 28. I do a lot of things that I have to regret. 29. For the most part I am unhappy (a). 30. I am not confident enough (a) in myself. 31. Sometimes I feel really worthless to myself (oops). 32. Often I just feel bad. 33. I delve into myself a lot. 34. I suffer from feelings of inferiority. 35. Sometimes everything hurts me. 36. I have a depressing state. 37. I have something with my nerves. 38. I find it difficult to keep up a conversation when meeting. 39. The hardest fight for me is the fight with myself. 40. I sometimes feel that the difficulties are great and insurmountable. Analysis and processing of results. The number of affirmative answers is counted: if more than 24 points are received, this indicates a high probability of neurosis. In general, the technique provides only preliminary and generalized information. Final conclusions can be drawn only after a more thorough examination. Scale of neuropsychic stress27 Experimental material: a questionnaire that includes a list of signs of neuropsychic stress, containing 30 main characteristics of this condition, divided into three degrees of severity (weak, moderate, excessive). The technique is intended for people over 18 years of age without restrictions on educational, social and professional grounds. For the visually impaired, the text of the questionnaire is adapted in accordance with their visual capabilities, for the totally blind there is a version in Braille. Instructions: “Assess your condition. To do this, check off those lines that correspond to the signs that you have had recently. At the same time, in each block of signs, where 3 variants of manifestation are indicated 27 Istratova, O.N. Psychodiagnostics. Collection of the best tests / O.N. Istratova, T.V. Exacusto. Rostov n/d., 2006. 32 Copyright OJSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" feature, there can be only one check mark. Blocks must not be skipped. The text of the questionnaire: 1. The presence of physical discomfort 1) The complete absence of any unpleasant physical sensations. 2) There are minor discomforts that do not interfere with work. 3) The presence of a large number of unpleasant physical sensations that seriously interfere with work. 2. The presence of pain 1) The complete absence of any pain. 2) Pain sensations periodically appear, but quickly disappear and do not interfere with work. 3) There are constant pain sensations that significantly interfere with work. 3. Temperature sensations 1) The absence of any change in the sensation of body temperature. 2) Feeling of warmth, increase in body temperature. 3) Feeling of coldness of the body, limbs, "chills". 4. State of muscle tone 1) Normal, unchanged muscle tone. 2) Moderate increase in muscle tone, a feeling of some muscle tension. 3) Significant muscle tension, twitching of individual muscles of the face, hands, tics, tremor (trembling). 5. Coordination of movements 1) Normal, unchanged coordination of movements. 2) Increasing accuracy, dexterity, coordination of movements during work, writing. 3) Deterioration in the accuracy of movements, impaired coordination, deterioration in handwriting, difficulty in performing small movements that require high accuracy. 6. The state of motor activity in general 1) Normal, unchanged motor activity. 2) Increasing motor activity, increasing the speed and energy of movements. 3) A sharp increase in motor activity, the inability to sit in one place; fussiness, constant desire to walk, change the position of the body. 7. Sensations from the cardiovascular system 1) Absence of any unpleasant sensations from the heart. 2) Sensation of increased cardiac activity, which does not interfere with work. 3) The presence of unpleasant sensations from the heart, a sharp increase in heart rate, a feeling of compression in the region of the heart, tingling, pain in the heart. 8. Manifestations (sensations) of the gastrointestinal tract 1) Absence of any discomfort in the abdomen. 33 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Kniga-Service" 2) The appearance of single, quickly passing and not interfering with the work of sensations from the digestive organs - suction in the epigastric region, a feeling of slight hunger, periodic moderate "rumbling in the stomach". 3) Severe discomfort in the abdomen - pain, loss of appetite, nausea, thirst. 9. Respiratory manifestations 1) Absence of any sensations. 2) Increasing the depth and quickening of breathing, not interfering with work. 3) Significant changes in breathing - shortness of breath, feeling of insufficient inspiration, "lump" in the throat. 10. Manifestations from the excretory system 1) Absence of any changes. 2) Moderate activation of the excretory function - a slightly more frequent desire to use the toilet while fully maintaining the ability to abstain (endure). 3) A sharp increase in the desire to use the toilet or the inability to abstain, the presence of a strong urge to urinate, etc. 11. The state of sweating 1) The usual state of sweating, without any changes. 2) Moderate increase in perspiration. 3) Appearance of copious cold torrential sweat. 12. Condition of the oral mucosa 1) Normal condition, without any changes. 2) Moderate increase in salivation. 3) Feeling of dryness in the mouth. 13. Coloring of the skin 1) The usual color of the skin of the face, neck, hands. 2) Redness of the skin of the face, neck, hands. 3) Paleness of the skin of the face, neck, hands, the appearance on the skin of brushes of a marble (spotted) shade. 14. Susceptibility, sensitivity to external stimuli 1) The absence of any changes, normal sensitivity. 2) A moderate increase in susceptibility to external stimuli, which does not interfere with the main work. 3) A sharp exacerbation of sensitivity, distractibility, fixation on extraneous stimuli. 15. Feeling of confidence in yourself, in your abilities 1) The usual, unchanged feeling of confidence in your strengths, in your abilities. 2) Increasing the feeling of self-confidence, confidence in success. 3) Feeling of self-doubt, expectation of failure, failure. 16. Mood 1) Normal, unchanged mood. 2) Elevated, elevated mood, a feeling of recovery, pleasant satisfaction with activity, work. 34 Copyright OJSC "Central Design Bureau" BIBCOM " & LLC "Agency Book-Service" 3) Decreased mood, feeling of depression. 17. Features of sleep 1) Normal, ordinary sleep without any changes compared to the previous period of time. 2) Good, full, strong refreshing sleep the day before. 3) Restless, with frequent awakenings and dreams, sleep during the previous few nights, including the day before. 18. Features of the emotional state in general 1) The absence of any changes in the sphere of emotions and feelings. 2) Feeling of concern, increased responsibility for the work performed, the appearance of "excitement", positively colored "anger". 3) Feelings of despair, fear, panic. 19. Immunity 1) Normal condition, no change. 2) Increasing stability in work, the ability to work in conditions of noise, other interference and distractions. 3) A significant decrease in noise immunity, inability to work with distracting stimuli. 20. Features of speech 1) Normal, unchanged speech. 2) Increasing speech activity, increasing the volume of the voice and speeding up speech without compromising its quality characteristics (literacy, logic). 3) Speech disorders - the appearance of too long pauses, stammering, stuttering, an increase in the number of unnecessary words, too quiet voice. 21. General assessment of the mental state 1) Normal, unchanged state. 2) A sense of composure, increased readiness for work, mobilization, the rise of mental and moral strength, high mental tone. 3) Feeling of fatigue, lack of concentration, confusion, apathy, decreased mental tone. 22. Features of memory 1) Ordinary, unchanged memory. 2) Improving memory - it is easy to remember what needs to be remembered at the moment. 3) Deterioration of memory. 23. Features of attention 1) Normal attention without any changes. 2) Improving the ability to concentrate attention, distraction from extraneous matters. 3) Deterioration of attention, lack of concentration, inability to concentrate on business, confusion, distractibility. 24. Wits 1) Usual, without any changes, quick wits. 2) Increasing intelligence, resourcefulness. 3) Deterioration of intelligence, confusion. 35 Copyright JSC "Central Design Bureau "BIBCOM" & OOO "Agency Kniga-Service" 25. Mental performance 1) Normal, unchanged mental performance. 2) Increasing mental performance. 3) A significant decrease in mental performance, rapid mental fatigue. 26. The phenomenon of mental discomfort 1) The absence of any unpleasant sensations and experiences from the mental sphere as a whole. 2) Single, weakly expressed and not interfering with work changes in mental activity, or, on the contrary, a feeling of mental comfort, pleasant experiences and sensations. 3) Pronounced, numerous and seriously interfering with the work of violations of mental activity. 27. The prevalence of signs of tension 1) Single and weak signs that should not be ignored. 2) Clearly expressed signs of tension, which not only do not interfere with the activity, but, on the contrary, contribute to its success and productivity. 3) A large number of various unpleasant manifestations of tension that interfere with work and are observed from many parts of the body, respiratory organs and systems. 28. Evaluation of the frequency of occurrence of stress 1) Voltage almost never develops. 2) Tension develops only in the presence of really difficult situations. 3) Tension develops often and often without sufficient reasons. 29. Assessment of the duration of the state of tension 1) Very short, no more than a few minutes, quickly disappears, even before the difficult situation has passed. 2) Continues during the entire time of being in a difficult situation and performing the necessary work, but stops shortly after its completion. 3) Long duration of the state of tension, which does not stop for a long time after a difficult situation has passed. 30. General assessment of the severity of tension 1) Complete absence or very weak tension. 2) Moderately pronounced tension. 3) Pronounced, excessive tension. Analysis and interpretation of results. After filling out the form, the points scored by the test subjects are calculated by summing them up. At the same time, 1 point is awarded for choosing the first option, 2 points for the second option, and 3 points for the third option. The minimum number of points that the subject can score is 30, and the maximum is 90. The range of weak neuropsychic stress is in the range from 30 to 50 points, moderate - from 51 to 70 points and excessive - from 71 to 90 points. 36 Copyright JSC "Central Design Bureau "BIBCOM" & LLC "Agency Kniga-Service" Weak neuropsychic tension is characterized by a slightly pronounced (or not expressed at all) state of discomfort, mental activity adequate to the situation, readiness to act in accordance with the conditions of the situation. Moderate neuropsychic tension is characterized by a pronounced state of discomfort, anxiety, readiness to act in accordance with the conditions of the situation, which may indicate the significance of situational conditions, a high degree of motivation of the subject. Excessive neuropsychic tension is characterized by the presence of severe discomfort, anxiety, fear, readiness to master the situation (however, often, the inability to realize this readiness), which, most likely, may be a consequence of the presence of frustrations and conflicts in the sphere of significant personality relationships. Methods of self-assessment of mental states by G. Eysenck28 Stimulus material. The Mental States Self-Assessment Questionnaire is designed to diagnose the severity of such conditions as anxiety, frustration, aggressiveness, and rigidity. The questionnaire is a list of 40 statements that the subject must evaluate about himself on a trichotomous scale (answer options: “suitable”, “suitable, but not very suitable”, “not suitable”). At the same time, the statements are grouped into 4 scales: anxiety, frustration, aggressiveness, rigidity. Processing of the results is carried out by calculating the sum of points for each scale. The result obtained indicates the level of expression of the identified four states. For the visually impaired, the text of the questionnaire is adapted in accordance with their visual capabilities, for the totally blind there is a version in Braille. Instruction: “We offer you a description of various mental states. If this state is very suitable for you, then 2 points are put for the answer; if suitable, but not very good, then 1 point; if it does not fit at all, then 0 points. Questionnaire form No. 1 2 3 4 5 6 7 8 9 28 Mental states I do not feel confident I often blush because of trifles My sleep is restless I easily get discouraged I worry about only imagined troubles I am afraid of difficulties I like to delve into my shortcomings I am easily convinced I am suspicious Suitable Suitable, but not very suitable Not suitable 2 1 0 2 2 2 1 1 1 0 0 0 2 1 0 2 1 0 2 1 0 2 2 1 1 0 0 Workshop on developmental psychology / ed. L.A. Golovey, E.F. Rybalko. SPb., 2005. 37 Copyright OJSC Central Design Bureau BIBCOM & OOO Agency Kniga-Service 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 With difficulty I endure the waiting time Often situations seem hopeless to me, from which a way out can be found Troubles make me very upset, I lose heart In big troubles I tend to blame myself without sufficient reason Misfortunes and failures do not teach me anything I often refuse to fight, considering it fruitless I often I feel defenseless Sometimes I have a state of despair I feel at a loss in the face of difficulties In difficult moments of life, sometimes I behave like a child, I want to be pitied I consider my character flaws to be irreparable I reserve the last word Often I interrupt the interlocutor in a conversation I am easily annoyed I like to make comments others I want to be an authority for others I’m not content with little, I want the most When I get angry, I don’t restrain myself well I prefer to lead better, h to subdue I have harsh, rude gestures I am vengeful I find it difficult to change habits It is not easy to shift my attention I am very wary of everything new I am difficult to convince I often have thoughts in my head that I should get rid of I do not easily get close to people 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 2 2 1 1 1 0 0 0 2 1 0 2 1 0 2 1 0 2 1 0 plan Often I show stubbornness Reluctantly take risks I sharply experience deviations from the regimen adopted by me 2 1 0 2 2 1 1 0 0 2 1 0 Analysis and interpretation of the results. The sum of points is calculated for each of the four groups of questions: I. anxiety - questions No. 1-10; II. frustration - questions No. 11-20; III. aggressiveness - questions No. 21-30; IV. rigidity - questions No. 31-40. Values of the scored points for groups of questions: I. anxiety: 0-7 points - no anxiety; 8-14 points - average (permissible) level of anxiety; 15-20 points - a high level of anxiety. II. frustration: 0-7 points - high self-esteem, a person is resistant to failures and is not afraid of difficulties; 8-14 points - the average level of frustration; 15-20 points - low self-esteem, a person avoids difficulties, is afraid of failures, is frustrated. III. Aggressiveness: 0-7 points - a calm, self-possessed person; 8-14 points - average level of aggressiveness; 15-20 points - an aggressive, unrestrained person, has difficulty working with people. IV. Rigidity: 0-7 points - no rigidity, easy switchability; 8-14 points - the average level of rigidity; 15-20 points - strongly pronounced rigidity, invariance of behavior, beliefs, views, even if they diverge, do not correspond to the real situation, a change of job, changes in the family are contraindicated for a person. J. Taylor Anxiety Scale 29 Stimulus material. The questionnaire consists of 50 statements, to which the subject must answer "yes" or "no". For ease of reference, each statement is offered on a separate card. The subject puts cards to the right and left, depending on whether he agrees or disagrees with the statements contained in them. 29 Workshop on developmental psychology / ed. L.A. Golovey, E.F. Rybalko. SPb., 2005 39 Copyright JSC Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" Instructions: You are presented with 50 cards with statements. If you agree with the statement on the card, put it to the right; if you disagree, put it to the left. The text of the questionnaire: 1. Usually I am calm, and it is not easy to piss me off. 2. My nerves are no more upset than other people. 3. I rarely get constipated. 4. I rarely have headaches. 5. I rarely get tired. 6. I almost always feel quite happy. 7. I am confident. 8. I almost never blush. 9. Compared to my friends, I consider myself quite a brave person. 10. I blush no more than others. 11. I rarely have a heartbeat. 12. Usually my hands are quite warm. 13. I am no more shy than others. 14. I lack self-confidence. 15. Sometimes it seems to me that I am good for nothing. 16. I have periods of such anxiety that I cannot sit still. 17. My stomach troubles me a lot. 18. I do not have the courage to endure all the difficulties ahead. 19. I would like to be as happy as others. 20. Sometimes it seems to me that such difficulties are heaped up in front of me that I cannot overcome. 21. I often have nightmares. 22. I notice that my hands begin to tremble when I try to do something. 23. I have extremely restless and interrupted sleep. 24. I am very worried about possible failures. 25. I had to experience fear in those cases when I knew for sure that nothing threatened me. 26. It is difficult for me to concentrate on work or on any task. 27. I work with a lot of pressure. 28. I am easily confused. 29. Almost all the time I feel anxiety because of someone or because of something. 30. I tend to take everything too seriously. 31. I often cry. 32. I am often tormented by bouts of vomiting and nausea. 33. Once a month or more I have an upset stomach. 34. I am often afraid that I am about to blush. 35. It is very difficult for me to focus on anything. 36. My financial situation worries me a lot. 40 Copyright OJSC Central Design Bureau BIBCOM & OOO Agency Kniga-Service 37. Often I think about things that I would not want to talk about with anyone. 38. I had periods when anxiety deprived me of sleep. 39. At times, when I am confused, I sweat a lot, which is very embarrassing. 40. Even on cold days, I sweat easily. 41. At times I get so excited that it's hard for me to sleep. 42. I am an easily excitable person. 43. At times I feel completely useless. 44. Sometimes it seems to me that my nerves are very shattered, and I'm about to lose my temper. 45. I often find myself worrying about something. 46. I am much more sensitive than most other people. 47. I feel hungry almost all the time. 48. Sometimes I get upset over trifles. 49. Life for me is associated with unusual stress. 50. Waiting always makes me nervous. Analysis and interpretation of results. Evaluation of the results of diagnostics is carried out by processing the responses of the subject according to the key. Each match of the answer with the key is considered to be 1 point. Key to Methodology Answer “yes” to statements #14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33 , 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50; The answer is “no” to statements No. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13. Then the total number of matches with the key is calculated, this sum is an indicator of the level of anxiety of the subject. 40-50 points - an indicator of a very high level of anxiety; 25-40 points - indicates a high level of anxiety; 15-25 points - indicates an average (with a tendency to high) level of anxiety; 5-15 points - indicates an average (with a tendency to low) level of anxiety; 0-5 points - indicates a low level of anxiety. 41 Copyright JSC "Central Design Bureau "BIBCOM" & OOO "Agency Book-Service" SECTION III. PRACTICAL ACTIVITIES Fill in the tables. Table 21 Principles of diagnosing persons with visual impairment No. Principle 1 Principle of humanity 2 Principle of comprehensive study 3 Principle of scientific validity 4 Principle of comprehensive, systematic and holistic study 5 Principle of dynamic study 6 Essence of the principle Principle of a qualitative and quantitative approach 7 Principle of an individual approach 8 Principle of confidentiality 42 Copyright JSC « TsKB "BIBCOM" & LLC "Agency Kniga-Service" Table 22 Main characteristics of methods of a high level of formalization (strictly formalized methods) Methods of a high level of formalization type of instrumentation 43 Copyright OJSC "Central Design Bureau "BIBCOM" & LLC "Agency Book-Service" Table 23 Benefits Questionnaires Testing Method Methods of a high level of formalization (strictly formalized methods) Essence Limitations 44 Psychosemantic methods Psychophysiological methods Projective techniques Interview Copyright OJSC Central Design Bureau BIBCOM & LLC Agency Kniga-Service 47 Copyright OJSC Central Design Bureau BIBCOM & LLC Agency Kniga-Service Table 25 Psychological and pedagogical diagnostics of the cognitive sphere of persons with visual impairment Adapted version visually impaired SENSATIONS Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: 48 PERCEPTION Title: Author: Experimental material: Procedure: Title: Author: Experimental material ial: Procedure: Name: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: of the procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: 50 : Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Book-Service Agency» SPEECH AND THINKING Title: Author: Experimental material: Procedure: Title: Author: E Experimental material: Procedure: Title: Author: Experimental material: Procedure: Name: Author: Experimental material: Procedure: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: 26 Psychological and pedagogical diagnostics of the emotional-volitional and personal spheres of persons with visual impairment Adapted version of the Psychodiagnostic method for persons with visual impairment Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material : Procedure: 54 Copyright JSC "Central Committee B "BIBCOM" & OOO "Kniga-Service Agency" Name: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: Title: Author: Experimental material: Procedure: 55 Copyright JSC Central Design Bureau "BIBCOM" & LLC “Agency Book-Service” Protocol of psychodiagnostic examination 1. Date of examination. 2. Full name of the subject. 3.
Even the ancient Egyptians in their myths compared the eye with the Sun. Indeed, our eyes are a precious and great gift. With their help, we see everything that surrounds us. However, not only with age, a person may experience problems with the eyes, they can already be in early childhood. Therefore, children with visual impairment should be diagnosed as early as possible (from 6 months).
Visual impairment in children
Most often, an ophthalmologist is treated with strabismus. It is dangerous because it can lead to blindness (amblyopia). Strabismus can be divergent (when the eye is shifted to the temple) or convergent (when the eye is shifted to the bridge of the nose). There is strabismus with differences in eye vision, as well as alternating strabismus (when one or the other eye mows), myopia (when the eye sees objects well near), farsightedness (when the eye sees well into the distance), (when any surface of the eye is asymmetrical ), then the images of some parts of the subject are clear, while others are blurry.
How to check children's vision
When the child is still very young, the optometrist checks vision indirectly. The baby is in the arms of the parent, the doctor shows him a plate divided into two halves. One of them is empty, and the other has stripes. The essence of this method is that the child directs his gaze not at the empty part of the tablet, but at the striped one. Then the doctor shows the next table, in which the thickness of the stripes is less, then - tables with an even smaller thickness of the stripes, and so on until the little patient's eye can distinguish the stripes from the background. Both eyes are checked in turn. Moreover, when examining one eye, the other should be covered. According to the results of such a study, it is possible to check whether the child sees well with both eyes and whether the vision corresponds to his age.
When your child is 2-3 years old, you can offer him a simple test at home. For example, on a sheet of paper, draw a tree with unpainted leaves of various sizes, a house with windows, etc. Then ask if the child sees all the leaves, windows in the house, etc. and ask him to show the details of the hand-drawn. Eyes should be checked one by one. If he distinguishes all the objects in the picture, then he has good eyesight. If he approaches the drawing closer than 20 cm, then this is already a signal to see a doctor.
To check visual acuity in preschoolers, tables with drawings of objects that the child already knows are used in the offices of the eye doctor. The pictures are placed in rows and differ in size. The kid is told to close one eye (and it should be open under the palm), and look at the pictures with the other eye and name what is shown on them. The same is done with the other eye. If the child hesitates before giving the correct answer, this may indicate that one eye is weaker than the other.
For the study of myopia or hyperopia in children, tables with rings (rings with a gap) can be used. To study distance vision (from 5 meters), drawings with different three rings located one inside the other are used. Each ring corresponds to a certain visual acuity. To study near vision (from 1 meter), a table with rings is also used, which are arranged in rows (in each row there is a certain size of the rings). Visual acuity scores are listed to the left of the rings in each row.
To identify astigmatism in children, you can offer them a test with a radiant figure of stripes (draw like rays of the sun, alternating long and short stripes of the same thickness). From a distance of 1 m, look at this figure, alternately closing one eye and then the other. If a child has large differences in the clarity of line vision, then this indicates that it is necessary to consult an eye doctor.
In order to timely identify a particular eye disease in a child, you need to systematically check his vision. If necessary, the doctor will prescribe treatment. Parents need to pay constant attention to the proper organization of games, activities, as well as jobs for children. All this will help to maintain good vision in the child.
Diagnostic methods adapted to work with children with visual impairment.
Principles of adaptation of diagnostic methods in the examination of children of different age groups with visual impairments
Diagnosing children with visual impairments requires special techniques, which, unfortunately, are few. Adaptation of the stimulus material in the study of children with visual impairments is caused by the need for its clear and accurate perception by children and requires the specialist to know the diagnosis of the disease and the state of the main visual functions of the child under study: visual acuity, color vision, nature of vision, etc.
In this regard, the stimulus material for the examination should take into account the individual characteristics and difficulties in the perception of the material by each child. The tasks proposed for examination may consist of real objects, geometric planar and volumetric forms, relief and planar images in contour or silhouette form, made in various colors.
Working in special preschool institutions, one has to use the available methods for children of the same age with normal vision. Their use is associated with the adaptation of the stimulus material and the procedure for conducting the study in accordance with the psychological characteristics of the perception of children and the consequences of the influence of visual impairments on the entire course of mental development.
There are also general requirements that must be met when presenting stimulus material addressed to the visual perception of children with visual impairment.
The contrast of the presented objects and images in relation to the background should be from 60 to 100%. Negative contrast is preferable as children are better able to distinguish between black objects on a white background. They also perceive filled, silhouetted figures better than contour ones.
Among the features of the construction of stimulus material, attention should be paid to several provisions that should be taken into account when choosing and adapting methods: compliance in images with proportionality of ratios in size in accordance with the ratios of real objects, correlation with the real color of objects, high color contrast, clearer selection of the near , medium and distant plans.
The size of the presented objects should be determined depending on 2 factors: the age and visual abilities of children. The presentation of stimulus material to visually impaired children should be carried out from a distance of no more than 30-33 cm from the child's eyes.