Volume 04 Issue 12-2024
30
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
30-33
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article studies the need, methods and results of knowledge correction and organization of compensatory
activities in teaching geography to students with visual impairments.
KEYWORDS
Correctional focus of methods, compensation, perception, eye analyzer, Polysensory, afferent flows, individually
differentiated education.
INTRODUCTION
The deep study, selection, improvement, and
utilization of corrective methods facilitate the
achievement of the goals of geography education and
the fulfillment of correctional tasks for students with
visual impairments. The need for certain pedagogical
methods arises from the content of the subject being
studied, and appropriate teaching methods are
selected based on the nature of the subject.
Geography as a subject is studied from the educational
objectives of students and the peculiarities of their
cognitive activities.
The perception of geographical objects is mainly
carried out through the visual analyzer, and when the
visual organ is impaired, this process becomes
significantly challenging.
Research Article
ORGANIZATION OF CORRECTIONAL-COMPENSIVE ACTIVITIES IN
TEACHING GEOGRAPHY TO STUDENTS WITH VISUAL IMPAIRMENTS
Submission Date:
December 01, 2024,
Accepted Date:
December 06, 2024,
Published Date:
December 11, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue12-06
Musaev Dilshod Askardjanovich
Teacher of Geography at Specialized Boarding School No. 77 under the National Agency for Social Protection
under the President of the Republic of Uzbekistan, Doctor of Philosophy in Pedagogical Sciences (PhD),
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 12-2024
31
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
30-33
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Literature Review
Research indicates that a decrease in visual acuity leads
to a slowdown in the perceptual process in students
with visual impairments. This complicates the
understanding of the causal relationships between
subjects and phenomena (3).
Due to visual function impairments, students face
certain difficulties in perceiving visual materials.
Polysensory learning involves teaching through the use
of multiple interconnected sensory analyzers. “We rely
on compensatory activities to convey the necessary
information about the studied object to a student with
limited visi
on” (1).
To enable visually impaired students to perceive
geographical learning materials, not only tactile
sensations but also the entire group of interconnected
analyzers are used. The concept and perception of an
object are carried out not only through the simple
analysis and synthesis of perceptual systems but also
through a complex functional synthesis between
analyzers in the cerebral cortex. Changes in
neurophysiological mechanisms due to the influx of
afferent streams, and the resulting new analysis and
synthesis system, contribute significantly to forming a
mental image of the studied object for students with
visual impairments.
I.S. Morgulis made a substantial contribution to the
development of correction theory. According to him,
correction is the essence of all educational and
upbringing activities and is carried out in the process of
acquiring knowledge and skills by students.
Also, in eliminating the impairment of visually impaired
children, involving them in a specially organized
correctional process at an early stage ensures the
successful and effective progress of compensatory
processes. The scholar emphasized engaging
schoolchildren in active forms of object-based, game-
based, and educational activities and using intact
sensory analyzers.
Morgulis developed five specific principles for
correcting visual impairments in elementary school
students:
The principle of strong pedagogical guidance in the
learning and cognitive activities of schoolchildren;
The principle of forming sensory skills;
The principle of sensory activity;
The principle of consciousness in learning and
cognitive activities;
The principle of forming relative activity.
Implementing these principles takes place in two
interrelated
stages:
elementary-functional
and
systemic-integrative.
In the first stage, sensory skills are formed while
mastering the methods of perception, and in the
second stage, ways to carry out intellectual activities
based on the acquired sensory skills and knowledge
are developed (2).
The principles mentioned above not only demonstrate
the primary forms of correctional guidance but also
demand that children's intellectual levels are
potentially high, aiming to compensate for specific
sensory impairments in students. As a result, other
studies suggested simplifying and reducing these
principles. According to these studies:
Volume 04 Issue 12-2024
32
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
30-33
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The correctional-developmental principle directs the
education and upbringing of visually impaired children
and pedagogical methods to eliminate defects in their
personality and development;
The individual-differentiated education and upbringing
principle focuses on demonstrating the individual and
typological characteristics of the psychophysical
development of visually impaired students in
pedagogical activity;
The principle of a comprehensive approach implies
that educational institutions approach their tasks
comprehensively (5).
B.K. Tuponogov introduced the concept of
"correctional orientation of methods" in 1995.
Applying this rule in the study of the natural sciences in
special correctional schools is one of the urgent tasks
of typhlopedagogy (6).
Tuponogov
studied
the
typhlo-pedagogical
foundations of developmental education, focusing
particularly on analyzing the correctional foundations
of teaching subjects in educational institutions for
visually impaired students.
In his views on correction, Tuponogov emphasized that
correctional activities cannot be artificially separated
from the three areas of the education system
(educational,
upbringing,
and
developmental).
Correction permeates all parts of education and is
organized through a correctional-oriented system. The
scholar
also
identified
the
main
principles
characterizing correction, noting that it stands at the
"crossroads"
of
educational,
upbringing,
and
developmental directions in the special education
system and operates without being isolated from the
social
environment.
Correction
provides
the
opportunity for independent integration into society.
Tuponogov contrasted correction with compensation,
disagreeing with the definition of correction as a
means of compensating for defects: "Correction is
primary, while compensation is always secondary
(except for biological compensation)." He indicated
that correction and compensation are interrelated and
mutually complementary processes (7).
Tuponogov’s development of the correctional
foundations for teaching subjects defined the basis for
applying the content, methods, and tools for teaching
geography in a correctional direction.
In correction theory, L.I. Plaksina’s scientific research
occupies
a
special
place
concerning
visual
impairments. She found that the system for helping
students not only positively impacts secondary
disorders in mental development but also positively
influences primary deficiencies in visual impairments
(such as in certain diseases affecting visual acuity) (4).
In geography education for students with visual
impairments, the following correctional-compensatory
tasks need to be addressed:
Developing visual, auditory, and tactile perception;
Forming accurate object and spatial representations;
Developing the ability to study embossed images and
geographical maps;
Developing attention, memory, and thinking skills;
Developing fine motor skills of the hands;
Developing navigation skills in large, small, open, and
closed spaces;
Volume 04 Issue 12-2024
33
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
30-33
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Developing coordination of movements;
Enhancing students' speech skills;
Developing emotional expression and self-confidence;
Fostering the ability to work in a team (developing
communication skills).
CONCLUSION
Due to impaired visual perception, knowledge, skills,
and competencies related to geography are
inadequately developed, and the quality and quantity
of formed concepts and representations are very low.
At the same time, the knowledge requirements for
children with visual impairments do not differ from
those for students taught in general education schools.
The goals of teaching geography to visually impaired
students are no different from the goals of general
education geography teaching methods. However, the
form, methods, tools, and allocated lesson hours for
teaching may differ. In this regard, special
methodological approaches are chosen based on the
specific characteristics of students with visual
impairments. Applying geography teaching methods
based on a correctional system can achieve high
efficiency in the education of students with visual
impairments through compensatory restructuring and
development of their sensory organs.
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М.:
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И.С.
Теоретические
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М., 1984
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