CORRECTIVE-PEDAGOGICAL WORK WITH CHILDREN WITHPROFOUND VISUAL AND HEARING IMPAIRMENTS

Abstract

This article demonstrates that corrective-pedagogical work with children with profound visual impairments primarily involves organizing compensation through hearing, as well as tactile, vibratory, and other sensory systems. This compensation depends largely on the preservation of vision; even minimal residual vision is crucial for guiding the cognitive activity of a child with profound visual impairment.