The Problem of Organization the Psychological and Pedagogical Support of Inclusive Education for Visually Impaired Preschoolers

The aim of the article is to clarify the problems faced by the inclusive preschool educational organizations in the situation of integration the visually impaired children and to define the possibility of organizing their effective psychological and pedagogical support.

Methods.  Analysis, generalization, observation, conversation, psychological and pedagogical experiment.

Result.  Inclusive education, like the joint education of healthy children and their peers with developmental delays becomes a necessity today. The author points out the psychological and pedagogical features of preschoolers with visual impairments, which characterizes their cognitive and personal abilities. The peculiarities of the organization the effective joint activities and relationships between visually impaired preschoolers and normal-peers are identified and have to be solved in the context of organization the inclusive space.

Conclusion. Inclusion the children with visual impairments into the space of inclusive educational institution at the earliest stages of development, before entering school, will solve many problems of their further adaptation and socialization. This will prevent the formation of secondary deviations, increase the level of development and prepare the main contingent developing in the norm peers to adopt the children with developmental delays, teach methods of effective coexistence.

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