Specifics of the Organization and Curriculum of Special Education for Children with Visual Impairments in the Framework of the Lessons of the Russian Language (Grades 5

Specifics of the Organization and Curriculum of Special Education for Children with Visual Impairments in the Framework of the Lessons of the Russian Language (Grades 5–10)

Published:2022 Issue: Volume: Page:255-271
ISSN:
Container-title:Education of Children with Special Needs
language:
Short-container-title:

Author:

Polyakova Nadezhda P.^ORCID

Publisher

Springer International Publishing

Link

https://link.springer.com/content/pdf/10.1007/978-3-031-13646-7_27

Reference10 articles.

1. Chokron, S., Kovarski, K., Zallad, T., & Dutton, G. N. (2020). The inter-relationships between cerebral visual impairment, autism and intellectual disability. Neuroscience & Biobehavioral Reviews, 114, 201–210. https://doi.org/10.1016/j.neubiorev.2020.04.008

2. Cuturi, L. F., Cappagli, G., Tonelli, A., Cocchi, E., & Gori, M. (2021). Perceiving size through sound in sighted and visually impaired children. Cognitive Development, 60, 101125. https://doi.org/10.1016/j.cogdev.2021.101125

3. Jafri, R., Aljuhani, A. M., & Ali, S. A. (2017). A tangible user interface-based application utilizing 3D-printed manipulatives for teaching tactual shape perception and spatial awareness sub-concepts to visually impaired children. International Journal of Child-Computer Interaction, 11, 3–11. https://doi.org/10.1016/j.ijcci.2016.12.001

4. Litvak, A. G. (1998). Psychology of the blind and visually impaired. Publishing House of Russian State Pedagogical University named after A. I. Herzen.

5. Malinovská, O., & Ludíková, L. (2017). ICT in teaching foreign languages to adult people with acquired severe visual impairment. Procedia – Social and Behavioral Sciences, 237, 311–318. https://doi.org/10.1016/j.sbspro.2017.02.096