Abstract:

The article substantiates the peculiarities of the use of tactile aids as a means of correcting the sensory development of younger schoolchildren with visual impairments.

It was analyzed that the sensory development of children with visual impairments determines the search and development of effective means and methods of its correction. One of the means of correction of sensory development and a guide to the surrounding world for children with visual impairments is a tactile guide.

It is noted that the uniqueness of tactile books is that they contribute not only to the correction of sensory, but also cognitive development of children. The article also defines the functions of tactile aids; a number of requirements for tactile books for children with visual impairments are highlighted; the classification of tactile books by purpose (associative and didactic) and by level of complexity (books of the 1st level of complexity, books of the 2nd level of complexity and books of the 3rd level of complexity) is highlighted; the topic of tactile guides is presented depending on the needs of children with visual impairments and thematic layouts of tactile books provided by corrective and developmental programs for students of grades 1-4 with visual impairments are proposed.

Tactile aids are an important means of learning and development for children with visual impairments, as they allow children to receive information that they cannot receive from visual sources due to various visual impairments.

The use of tactile books in correctional work contributes to the involvement of children with visual impairments in the world of book culture, which helps develop the child's sensory and mental abilities, abstract thinking, which is very important for the formation of compensatory ways of learning about the surrounding world.

Keywords: sensory development, correction of sensory development, tactile aids, younger schoolchildren with visual impairments, children with special educational needs.

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