Formation of spatial concepts in visually impaired children

the presented article provides experimental substantiation of the effectiveness of N.Ya. Semago's modified methodology for assessing the perception of one's own body in space in visually impaired schoolchildren. When developing methods for the formation of spatial perceptions in visually impaired schoolchildren, the following directions are emphasized: teaching orientation in the scheme of one's own body; teaching orientation in the surrounding space; teaching orientation on the plane. In developing the experimental methodology, we adhered to the above-mentioned directions. Therefore, the experimental methodology of formation of spatial representations consists of three blocks. We have developed exercises and mobile games by blocks for the formation of pro-spatial representations in visually impaired schoolchildren at adaptive physical education classes. When developing the methodology, the position of Russian defectologists, who noted the importance of the formation of pro-spatial image and object representations, was taken into account. The formation of spatial image, spatial concepts and orienteering skills in children with visual impairment is one of the main tasks of adaptive physical education lessons.

adaptive physical education, spatial representation, visually impaired children, formation, exercises and podium games