Psychological continuity as the major priority of continuous psychological follow-up for children with visual impairments

- Костенко, Т.М. (orcid.org/0000-0002-4976-1236) (2017) Psychological continuity as the major priority of continuous psychological follow-up for children with visual impairments Освіта осіб з особливими потребами: шляхи розбудови (12). pp. 167-174. ISSN 2313-4011

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Abstract

In the article there is represented a vision of psychological continuity in the context of innovation processes in special education, к is grounded the necessity of its implementation in practice on the example of psychological readiness of children with visual impairments to school education. Nowadays, modern education technologies have reached such a level that any knowledge can be given in о ehllil Irrespective of his age. The consequence of this is that the solutions of learning pmhh-m: do not always correspond to the scientific understanding of the inherent value of every development period of child, and educational and training process is not guided by the age-specific features and capabilities of children with visual impairments. Moreover, the understanding of the developmental age period is made dependent on the organizational factors of the education system. The particular goals of each age stage of education, including its continuity, are formulated with meaning lines that reflect the most important components of personality development – physical, cognitive, socially-personal, artistic-aesthetic development. The solution of these problems ensures a smooth transition of children with visual impairments from the preschool level to the primary one. The article describes the system of organization of continuous psychological follow-up for children with visual impairments at the transition stage from preschool to primary education. There is represented mechanisms of the implementation of psychological continuity, certain stages and tasks are defined, the forms and methods of implementing psychological continuity are offered. It is presented one of the stages of providing of psychological follow-up for the child with visual impairments within one diagnosed personality.

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