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Sight word teaching


Best Sight Word Books and Activities | Scholastic

You probably don’t remember learning how to read words like the, is, and am. But these so-called “sight words” that you now read every day (without even noticing!) can actually be quite challenging for children to learn. However, they're crucial to reading success. 

In simple terms, sight words are commonly-used words that children are encouraged to memorize by sight, so they instantly recognize them in a text without having to take the time to sound them out. That’s especially helpful for the many sight words that don’t follow normal phonetic rules, and can’t be sounded out.

“When children can read sight words quickly, they are more fluent readers and can better comprehend a text,” says Laura Mossa, an elementary school reading specialist at Baltimore County Public Schools. She adds that one classic study found that up to 75 percent of the words used in text geared toward young readers are sight words.

Here are five ways to make learning sight words easier for your child, and tools that will help you along the way. 

Tip 1: Expose your child to sight words early on.  

It's never too early to start reading regularly with your child (it will boost their language development and reading skills, and doing so multiple times per day can expose them to 1 million words by kindergarten!). This is the most natural way to familiarize them with a wide range of sight words.

Also point out sight words in your environment — say, by reading signs on the road or at the grocery store out loud. This will help provide a solid foundation for when your child takes on more formal sight word learning in preschool and kindergarten. 

What Will Help: For young children, simply focus on joyful read-alouds that are packed with sight words, like Oh, The Places You'll Go!

As your child enters preschool and kindergarten, this Sight Word Readers Parent Pack is a great way to supplement what they're learning in class. It features a mini activity book and write-and-learn pages to help your kids learn 50 high-frequency sight words! 

Tip 2: Make read-alouds more interactive. 

When you read with your child, you’ll notice that many repetitive phrases contain sight words like I, a, at, am, and, it, in, is, and the. Have fun emphasizing this repetition, and encourage your child to chime in on the refrains as you point to the words along the way.

“Since sight words make up a large percentage of all text, engaging in interactive read-alouds with your child is a great way to practice them,” says Mossa. Books that show text in speech bubbles are particularly useful for this, because the text is concise and large, making it easy to point out sight words in each bubble as you read. 

What Will Help: For general sight word practice, you can use this Little Skill Seekers: Sight Words workbook with your child — it includes playful illustrations and practice problems that will help your child recognize sight words to strengthen reading fluency! 

Tip 3: Engage all of their senses.

Mossa says she also uses multi-sensory activities with children, in which they fill in missing letters or rearrange letters to correctly spell a sight word, or "write" a word using their finger in the air or on a table.

“Children are more likely to retain a sight word in their long-term memory when practice includes these multi-sensory strategies,” says Mossa. She also suggests giving kids pipe cleaners or magnetic letters to build sight words. 

For more practice with spelling sight words — especially those that aren’t phonetically regular — Mossa says she turns to literacy expert Jan Richardson’s sight word technique. “I introduce the sight word by writing it on a dry erase board or making it with magnetic letters,” she says. “Then I ask children to look at each letter as I slide an index card left to right across the word.”

Tip 4: Sort sight words into categories.

It can be helpful to show kids how to sort sight words into categories, such as “rule followers” and “rule breakers,” says Mossa. However, this should be used with more fluent readers who have already built early decoding skills and can sound out words. 

“For example, the sight word ‘can’ follows regular phonics patterns,” Mossa says. “In contrast, ‘said’ is not decodable. Therefore, children must learn this word as a whole unit. When I introduce a sight word, I discuss whether it can be sounded out or if it is a word that is a rule breaker.” Play a sorting game at home in which your child guesses which sight words can or cannot be sounded out.

What Will Help: Discuss the various types of sight words in this Nonfiction Sight Word Readers Parent Pack Level A and the Scholastic Success With Grades K-2: Sight Words with your child. Both of these tools will help your young reader become more familiar with key sight words and strengthen their reading skills. 

Tip 5: Read and play with sight words daily. 

“Children will become better at reading sight words automatically when they have daily opportunities to interact with text at home,” says Mossa. Reading daily will naturally reinforce the learning of sight words, and you can also get creative with games, art projects, and other interactive activities. 

Sight Words Teaching Strategy | Sight Words: Teach Your Child to Read

A child sees the word on the flash card and says the word while underlining it with her finger.

The child says the word and spells out the letters, then reads the word again.

The child says the word and then spells out the letters while tapping them on her arm.

A child says the word, then writes the letters in the air in front of the flash card.

A child writes the letters on a table, first looking at and then not looking at the flash card.

Correct a child’s mistake by clearly stating and reinforcing the right word several times.

  1. Overview
  2. Plan a Lesson
  3. Teaching Techniques
  1. Correcting Mistakes
  2. Frequently Asked Questions
  3. Questions and Answers

Sight words instruction is an excellent supplement to phonics instruction. Phonics is a method for learning to read in general, while sight words instruction increases a child’s familiarity with the high frequency words he will encounter most often.

Use lesson time to introduce up to three new words, and use game time to practice the new words.

A sight words instruction session should be about 30 minutes long, divided into two components:

  • Sight Words Lesson — Use our Teaching Techniques to introduce new words and to review words from previous lessons — 10 minutes
  • Sight Words Games — Use our games to provide reinforcement of the lesson and some review of already mastered sight words to help your child develop speed and fluency — 20 minutes

Video: Introduction to Teaching Sight Words

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2.

1 Introduce New Words

When first beginning sight words, work on no more than three unfamiliar words at a time to make it manageable for your child. Introduce one word at a time, using the five teaching techniques. Hold up the flash card for the first word, and go through all five techniques, in order. Then introduce the second word, and go through all five teaching techniques, and so on.

This lesson should establish basic familiarity with the new words. This part of a sight words session should be brisk and last no more than ten minutes. As your child gets more advanced, you might increase the number of words you work on in each lesson.

2.2 Review Old Words

Begin each subsequent lesson by reviewing words from the previous lesson. Words often need to be covered a few times for the child to fully internalize them. Remember: solid knowledge of a few words is better than weak knowledge of a lot of words!

Go through the See & Say exercise for each of the review words. If your child struggles to recognize a word, cover that word again in the main lesson, going through all five teaching techniques. If he has trouble with more than two of the review words, then set aside the new words you were planning to introduce and devote that day’s lesson to review.

Note: The child should have a good grasp of — but does not need to have completely mastered — a word before it gets replaced in your lesson plan. Use your game time to provide lots of repetition for these words until the child has thoroughly mastered them.

2.3 Reinforce with Games

Learning sight words takes lots of repetition. We have numerous sight words games that will make that repetition fun and entertaining for you and your child.

The games are of course the most entertaining part of the sight words program, but they need to wait until after the first part of the sight words lesson.

Games reinforce what the lesson teaches.
Do not use games to introduce new words.

NOTE: Be sure the child has a pretty good grasp of a sight word before using it in a game, especially if you are working with a group of children. You do not want one child to be regularly embarrassed in front of his classmates when he struggles with words the others have already mastered!

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Introduce new sight words using this sequence of five teaching techniques:

  1. See & Say — A child sees the word on the flash card and says the word while underlining it with her finger.
  2. Spell Reading — The child says the word and spells out the letters, then reads the word again.
  3. Arm Tapping — The child says the word and then spells out the letters while tapping them on his arm, then reads the word again.
  4. Air Writing — A child says the word, then writes the letters in the air in front of the flash card.
  5. Table Writing — A child writes the letters on a table, first looking at and then not looking at the flash card.

These techniques work together to activate different parts of the brain. The exercises combine many repetitions of the word (seeing, hearing, speaking, spelling, and writing) with physical movements that focus the child’s attention and cement each word into the child’s long-term memory.

The lessons get the child up to a baseline level of competence that is then reinforced by the games, which take them up to the level of mastery. All you need is a flash card for each of the sight words you are covering in the lesson.

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Of course, every child will make mistakes in the process of learning sight words. They might get confused between similar-looking words or struggle to remember phonetically irregular words.

Use our Corrections Procedure every time your child makes a mistake in a sight words lesson or game. Simple and straightforward, it focuses on reinforcing the correct identification and pronunciation of the word. It can be done quickly without disrupting the flow of the activity.

Do not scold the child for making a mistake or even repeat the incorrect word. Just reinforce the correct word using our script, and then move on.

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Q: Progress is slow. We have been on the same five words for a week!
A: It is not unusual to have to repeat the same set of words several times, especially in the first weeks of sight words instruction. The child is learning how to learn the words and is developing pattern recognition approaches that will speed his progress. Give him time to grow confident with his current set of words, and avoid overwhelming the child with new words when he hasn’t yet become familiar with the old words.

Q: Do I really need to do all five techniques for every word?
A: Start out by using all five techniques with each new word. The techniques use different teaching methods and physical senses to support and reinforce the child’s memorization of the word. After a few weeks of lessons, you will have a sense for how long it takes your child to learn new words and whether all five exercises are necessary. Start by eliminating the last activity, Table Writing, but be sure to review those words at the next lesson to see if the child actually retained them without that last exercise. If the child learns fine without Table Writing, then you can try leaving out the fourth technique, Air Writing. Children who learn quickly may only need to use two or three of the techniques.

Q: How long will it take to get through a whole word list? I want my child to learn ALL the words!!!
A: That depends on a number of factors, including frequency of your lessons as well as your child’s ability to focus. But do not get obsessed with the idea of racing through the word lists to the finish line. It is much, much better for your child to solidly know just 50 words than to “kind of” know 300 words. We are building a foundation here, and we want that foundation to be made of rock, not sand!

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Open Education: Schools and Kindergartens for Visually Impaired Children / Un Certain Regard

Listen to Publication

Typhlocommentary: Bright sunlight floods an empty classroom: blackboard, desks and chairs.

Choosing an educational institution for a blind or visually impaired child is a responsible task that requires a conscious approach. Along with studying in specialized institutions, visually impaired students have the opportunity to follow the path of inclusive education - to study with children who see differently in ordinary kindergartens and general education schools. Read our article about what education options are available for blind and visually impaired children in Russia.

Tiflocommentary: a girl of about six is ​​sitting on her knees in front of a round table and dipping a brush into the paint with her left hand. She has long dark hair, a striped black and white dress, a white blouse and white socks. Glasses on the eyes. The girl smiles widely. In the background, with their backs to her, two boys in multi-colored T-shirts are sitting in front of easels and drawing. The room is bright and filled with toys.

Preschool education

There are specialized kindergartens for preschool children with visual impairments, as well as kindergartens of compensatory and combined types.

Compensatory kindergartens train children who, for various reasons, experience difficulties in mastering general education programs. There are groups for children with hearing impairment, diseases of the musculoskeletal system, speech disorders, psychological illnesses: increased excitability, irritability, nervousness, as well as children with visual impairment. In such kindergartens, the most comfortable conditions for teaching children with special needs have been created: speech therapists, psychologists, massage therapists, therapists, physical therapy trainers and other specialists work there.

Combined Kindergartens are an opportunity for children with visual impairments to study alongside children without disabilities, while receiving sufficient attention from teachers. In such kindergartens, along with general education groups, groups with a special specialization have been created, for example, compensating for children with visual impairments.

In specialized kindergartens, children are taught according to a special correctional program. In addition, typhlopsychologists, speech therapists and typhlopedagogues work with children. There are also classes for visually impaired children on the devices.

Tiflocommentary: in the photograph, flooded with sunlight, a girl walks with her back to us, holding the hand of a woman in a striped T-shirt and jeans. The girl has blond hair, put in a high ponytail and braided in a pigtail. She wears a turquoise T-shirt and a blue backpack. Glasses on the eyes. She smiles mischievously as she turns to the woman.

Schools

As for schools, visually impaired children also have the opportunity to study in special institutions: boarding schools and correctional schools of III-IV type - and inclusive: Waldorf and schools of integrated education.

“In different cities of Russia there are boarding schools and correctional schools for blind and visually impaired children: in Moscow, St. Petersburg, Ryazan, Nizhny Novgorod, Vladimir and others. As a rule, the visually impaired and the totally blind study in different educational institutions: separate boarding schools for the visually impaired and separate boarding schools for the blind. It is more productive, since the teaching methods are different,” says Victoria Polukarova, a social work specialist at boarding school No. 1 for the education and rehabilitation of the blind.

For example, in correctional schools of the III-IV type, special forms and methods of work, original textbooks and manuals, typhlotechnics are used in the organization of the educational process: the educational program is changed here in accordance with the needs of students, and fewer children study in classes than in general education schools. A big plus is that in such educational institutions they are attentive to the creation of appropriate sanitary and hygienic conditions for teaching blind and visually impaired children. In addition, teachers comprehensively prepare students for life in society. In specialized schools, as well as boarding schools, education lasts 12 years, as in elementary school, children spend five classes because of the study of Braille.

There is also an option for visually impaired and blind children to receive education at home: in this case, the children can study according to an individual program, observing a learning rhythm that is comfortable for them.

“Children with different causes of blindness study at our school. Late blind children came to our school, including those in the senior classes. In this case, they needed additional Braille lessons, as well as help in learning to navigate in space. But in most cases, the children were able to adapt and continue their education, - says Victoria Polukarova. - Also, it is recommended to go to a school where Braille is taught to children who are visually impaired, but with a poor prognosis for vision, since with such training there is no strain on the eyes. If the child is visually impaired, but with a good residual vision, then education in a boarding school for the visually impaired will be more productive.”

Tiflocommentary: A blond-haired boy of about four wearing glasses, a white T-shirt, burgundy jeans, and with a blue briefcase behind his shoulders, raises his right thumb up and smiles.

According to Candidate of Psychological Sciences, Associate Professor of the Department of Theory and Methods of Adaptive Physical Education, Novosibirsk State University. P.F. Lesgaft and Ksenia Nikolaeva, an employee of the Charitable Foundation for the Support of the Deaf and Blind “Connection” Ksenia Nikolaeva, are now opening district leisure and social rehabilitation centers for children with special needs, including those with visual impairments, in almost every city. “In them, parents and children can get expert advice and sign up for developmental classes. We should not forget about inclusive educational institutions, which cover an increasing number of regions,” she adds.

Inclusive education is the case when children, regardless of the presence or absence of developmental disabilities, learn together. Thus, the child is socialized and receives the skills of an independent life in society.

In addition to general education institutions with inclusive classes, there are also Waldorf schools. They differ in that the emphasis here is not on the development of academic knowledge, but on the creative abilities of the child. Students in such schools are not graded, so, according to teachers, children do not have a competitive spirit, and there is no division into leaders and laggards in the classes - all children feel like a single team.

Audio comment: A young woman in a white blouse and glasses and a girl in a pink T-shirt are sitting at a table. A woman guides her child's hands over a book printed in Braille. The girl has her eyes closed.

According to Victoria Polukarova, despite the development of inclusive education in Russia, it is not quite suitable for students with visual impairments. “Methods of teaching a blind child (verbal method, the use of tactile and tactile sensations, the “hand in hand” method, etc.) require constant interaction between the teacher and the student, as well as spending more time explaining new material. In inclusive classes, compliance with these conditions is difficult, including due to the greater class size. At a minimum, a tutor is needed for every child with vision problems, which is not always possible. The different pace of work, primarily due to the use of Braille, complicates the quality implementation of the full lesson plan. We believe that in the case of blind children, inclusion is good in the second half of the day: extracurricular activities, additional education, competitions, festivals - when children with disabilities can freely interact with healthy children, socialize and adapt in society without compromising their educational activities,” she explains.

Ksenia Nikolaeva also believes that inclusive classes are not suitable for every child. “It is not enough to open an inclusive class or group - it is important that a specialist with the necessary knowledge, skills and abilities in the field of special pedagogy and psychology work in it. Society must be ready to accept this system not only on paper, but also in real life, with its concrete examples. Everything in life must be approached without excesses, holding on to the golden mean and sound reasoning. I am of the opinion that not every family where a child with special needs grows up should strive to study in an inclusive class,” notes Ksenia.

There is no definite answer to the question of which educational institution is best suited for a child with visual impairment. “Each child is unique. Which institution is more suitable for a particular child can be advised by a special medical-psychological-pedagogical commission, but the final decision rests with the child's parents,” says Ksenia Nikolaeva.

According to her, when choosing a kindergarten or school, first of all, you should pay attention to the presence of a highly qualified, friendly and motivated team of specialists. “The collaborative work of the staff, employees and parents, built on mutual respect and joint problem solving, can bring the highest results,” Ksenia believes.

The specifics of the application of forms and methods of teaching natural history to children with visual impairments | Correctional pedagogy

Author: Zelentsova Elena Aleksandrovna

Organization: GKOU NOS(K) boarding school

Settlement: Nizhny Novgorod region, Nizhny Novgorod

  • elementary classes of special general education schools for blind and visually impaired children in nature studies corresponds to a similar mass general education school program. At the same time, this program is built taking into account the peculiarities of the development of children with visual impairment, which manifest themselves in the sphere of perception, ideas, thinking, speech, movements, orientation in space. This involves the use of special forms and teaching methods aimed at correcting and compensating for deviations in the development of children.

Corrective orientation of teaching methods is determined by a set of special (correctional) techniques and their combination with general didactic methods of teaching students.[7]

Let us briefly describe the traditional methods of teaching natural history and the specifics of their use for children with visual impairments.

The most common verbal methods of teaching and obtaining information are conversation and the teacher's story.

Conversation as an important source of obtaining natural history knowledge provides for a targeted selection of questions that address mainly the mental activity of students.

During the conversation, an individual approach to the students is consistently carried out. This takes into account the degree of preparedness, the presence of interest, the time of onset and the degree of visual impairment, the presence of complications of visual impairment by other defects. In order to correct defects in the visual perception of the surroundings, questions are introduced into the conversation that clarify the visual representations of partially sighted and blind people. It can be useful for them to ask questions about how the object looks, what changes are taking place in the environment. For the completely blind and those who have never seen these questions are important, as they give knowledge about objects and phenomena. Questions based on tactile-motor and auditory images are introduced. The answers to these questions are easily given by the blind. Visually impaired, these questions and answers to them teach to pay attention to the corresponding aspects of objects and phenomena.

When conducting interviews with the blind, one should not be limited to the degree of specification that takes place when working with the sighted. This is especially true when it comes to learning new material. During the conversations, both natural objects and their images in the form of models and reliefs are demonstrated. Sometimes colorful and clear drawings and paintings prepared for the visually impaired are shown. When appropriate, audio instantiation is used.

Also verbal methods of teaching natural history include storytelling and explanation, which are used in the study of many topics.

Teacher's story is a method of oral presentation of new knowledge to students, provided that such a presentation occupies only part of the lesson. The peculiarity of using these methods when working with the blind and visually impaired is that when describing and narrating, the teacher not only communicates knowledge to students, but also gives living images (tactile, auditory, visual), clarifies specific and spatial ideas about objects and phenomena. So, for example, after giving a description of a mountain with snowy peaks, a sea in calm and stormy weather, etc., the teacher tells in detail how the sighted see them. After that, the teacher reads poetic and prose passages from fiction (“The Caucasus” by A. S. Pushkin, “Pictures of the Sea” by A.M. Gorky, etc.). Then the blind children study the models of mountains with the help of touch, the visually impaired examine the images; the sound recording with the sound of the sea is turned on. And only then do the students tell their personal impressions about the mountains, about trips to the sea.[6]

The most important method of teaching natural history is visual teaching . The use of visual aids in teaching visually impaired children is of particular importance. With their help, problems in knowledge caused by a visual defect are eliminated, adequate ideas about the environment are formed, and visual impairment is corrected and compensated.

When selecting visual material for a lesson, the teacher should offer the children such objects for examination that, firstly, correspond to the depicted real object, accurately conveying the necessary properties; secondly, they contain a sufficient set of characteristic features available for perception by all saved analyzers. They must have a characteristic shape, bright color saturation (for children with residual vision), a distinctive surface character, an appropriate smell, taste, etc.

Visibility is used at all stages of learning. However, each of them has its own specific application. So, for example, in elementary school the place and role of visualization is more significant, since children of this age are dominated by concrete-figurative thinking, and they have very limited sensory experience.

Therefore, schoolchildren first of all need to develop subject-based and practical activities.

The teacher must solve the following main tasks:

- to form the skills of orientation actions during a purposeful examination of an object;

- develop the ability to divide objects into parts, highlight their structure, correlate parts and their features, combine parts as a whole;

- to form sensory standards with the help of objective images;

- develop the skill of matching images.

The teacher must accompany the perception of unfamiliar and unfamiliar objects with a verbal explanation and control the actions of students. The formation of correct ideas about natural objects should not be limited only to the assimilation of certain knowledge, the specificity of images, showing the connection with the environment, the system of interconnection, etc., but it is very important to lead a blind child to search activity, orienting actions, to use preserved sensitivity in work. And to consolidate the skills learned in the classroom, you need to involve parents. For them, it is necessary to conduct “conversations-consultations”. For example, how to properly examine animals, plants, etc.[5]

Observation is one of the visual teaching methods.

Observation is a direct purposeful perception of objects and natural phenomena by various sense organs. Let us dwell on the organization of a series of observations. From further examples it will be seen that some observations are made by the blind in the same way as their sighted peers. In other cases, technical originality is observed, etc. For example, during observations of atmospheric phenomena, the blind use their hearing and touch more widely than the sighted. A small sheet of tin makes it possible to determine how often it rains. When working with the blind, a relatively larger rain gauge is used, and its measuring cup is narrower. The weather vane must have a vertical stem located at the bottom. It indicates the direction of the weather vane on the marked circle.[4]

Students are widely involved in keeping classroom weather calendars. Gradually improved methods, techniques and techniques. So, for keeping a weather calendar for blind children, you can use a piece of plywood (70-70 cm). Days are marked horizontally and weeks are marked vertically. For inserting tokens of weather symbols, a canvas with pockets at the intersection of horizontals and verticals is attached to plywood. To determine the temperature (without the participation of vision), they use alcohol and metal thermometers adapted to work without vision. [1]

Systematic observations of inanimate nature are carried out by blind students almost without difficulty. Work is carried out as with the sighted; vision is replaced by other analyzers. The situation is more complicated with some systematic observations of living nature. These may include, for example, sightings of the blind watching fish in an aquarium. Here you have to limit yourself to what is available to students, for example. acquaintance with stuffed animals, models, relief drawings, etc. When observing partially sighted fish, devices are made on the glass walls of the aquarium, to which contrasting backgrounds, frames with additional matte lighting, etc. are attached from the outside [4]

One of the leading forms of study in natural history is excursion. It is known that both plants and animals are more vividly perceived by children if they are observed in natural conditions. In organizing excursions, the leading role remains with the teacher. But students who have residual vision can help their comrades navigate during the tour. In addition, they can give a description of the appearance of objects and phenomena.

When conducting an excursion, it is necessary to follow a well-thought-out sequence. At the beginning of the tour, it is desirable to give an idea about the entire object or phenomenon as a whole. When conducting an excursion, it is necessary to dwell only on the characteristic, most significant. Excessive detail should be avoided. For acquaintance it is proposed that it is simple and convenient to examine. It is advisable to end each excursion with a short generalizing conversation with the children (where they went, what they observed, what they examined, what they learned, what they brought with them, etc.). It is advisable to carry out various works on reproduction (sculpting, modeling, etc.). The insufficient attention of the partially sighted to those aspects of objects that can be known with the help of auditory and tactile-motor perception is compensated by the attention to these issues on the part of the blind. Partially sighted help the blind and blind to supplement their direct perception with what vision gives.

subject lessons occupy a special place in the natural history course. In the conditions of work with blind and visually impaired children, their importance, of course, increases. This is due to the fact that it is at such lessons that correctional and pedagogical work is carried out. A subject lesson necessarily involves studying the subject in kind. A natural object in comparison with its image in pedagogical terms has many significant advantages. An object in kind enables the child to get a versatile impression of it, and not in a passive way, but in an active way. The more sensations a child receives when perceiving an object, the richer and clearer will be his idea of ​​it.

The first knowledge about birds, beasts, fish, etc., children with visual impairments should receive in subject lessons, in which, if possible, live animals and stuffed animals are used, for basic familiarization with the external structure of animals, with the main parts of their body, etc. In a school for children with visual impairments, the study of a subject in nature is also essential because children form correct ideas about reality. From sensory perception, from object to word - this is the path that should be followed in the initial education of children with visual impairment [3]

Practical lessons for visually impaired children at the school site also have their own specifics.

Blind children are usually very willing to make beds together with the teacher, clear the land of litter, sow, plant, etc. ). It is necessary to skillfully combine them with the mental activity of children, help them accumulate elementary knowledge, skills and related words and verbal turns of speech (watering can - plants are watered with a watering can; shovel - they dig the ground with a shovel, etc.). Thus, the practical exercises of children on the site will contribute to the development of specific ideas and figurative thinking.[2]

Based on the above, it should be noted that blind and visually impaired children have enormous compensatory abilities, which are realized in conditions of special education. When choosing methodological techniques, the nature and structure of the defect, the age at which it arose, the level and potential of mental development, and various dysfunctions that complicate the development of the child are taken into account. Correctional work in the lessons of natural history is directed and provides for a system of specific exercises that contribute to the development of techniques and methods of perception, effective, active observation of the surrounding reality with the help of intact analyzers and residual vision, the formation of subject representations, the meaning of words in students' speech, the development of independent mental activity, as well as the acquisition of labor and practical skills.

References:

  1. Georgievskaya OI From the experience of keeping a weather calendar. - In: Teaching and education of blind children. – M.: Uchpedgiz, 1956.
  2. Zemtsova MI Ways to compensate for blindness in the process of cognitive and labor activity.

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