Annotation

The article gives an idea of the ways and methods of forming the information culture of adolescents with visual impairment in the information environment. The pedagogical and psychological features of the organization of education of adolescents with visual impairment were also considered. The problem of describing the psychological and pedagogical aspect in the diagnosis of children with visual impairment, the analysis of the cognitive activity of visually impaired adolescents, the identification of the causes and types of visual impairment and the description of the features of the organization of education is given.  data on the determination of cognitive and personal characteristics of adolescents with visual impairment were shown. The features of the organization of effective co-education and work of visually impaired adolescents on interaction with peers with normal vision, their solution in the conditions of the organization of an inclusive environment are considered. comes. Special technologies are widely used in the education and upbringing of children with visual impairments: regulation of body movement, regulation depending on the mode of the day, activation of the motor sphere, physical development as part of the general improvement of children with visual impairments. 

In the process of play and visual activity of children with visual impairments, the formation of spatial, social and household orientation skills, enrichment and correction of images of objects, color perception, the development of fine motor skills, attention, observation, the formation of objective representations in children is carried out. Under certain conditions, there may be a discrepancy between different sensory modes and different levels of mental development. Compensatory development, including analytical and synthetic activity using stored analyzers, including residual vision, can contribute to the creation of a basis for the formation of holistic images of objects in children with visual impairment. Visual impairments in most cases do not allow children to correctly identify and observe many objects, natural phenomena, people's lives and work, which negatively affects the development of the sensory-perceptual sphere, representations, verbal-logical processes. In working with children with visual impairment, the typhlopedagogue jointly organizes the familiarization of children with the subject environment, the social world, the world of nature, forms sensory and mathematical representations in children.