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DIFFERENCES IN THE PSYCHOLOGICAL AND EMOTIONAL STATE OF BLIND
AND HEALTHY CHILDREN AND THEIR ADAPTATION IN SOCIAL LIFE.
Sharofutdinova Ranokhon Shavkatovna
Ferghana State University,
Department of Social and Humanitarian Sciences,
Senior Lecturer (PhD)
ranoxon3511@gmail.com +998903903511
ORCID: 0000-0002-4188-7125
Abstract:
This research paper examines the differences in the psychological and emotional
states of blind and healthy children, as well as their process of social adaptation. Blind children
may face certain challenges in their social and emotional development, which affect their
behavior, self-perception, and integration into society. The study explores the psychological
characteristics of blind children, their personal development, and the differences in their social
adaptation process. A comparison with healthy children is made, identifying the difficulties and
opportunities for blind children to adapt to social life and interact with the world around them.
The research aims to develop approaches to the social adaptation of blind children in educational
and social systems.
Keywords:
blind children, healthy children, psychological state, psychological characteristics,
social life, adaptation, personal development, emotional development, social integration.
INTRODUCTION
Preschool and primary school children go through a very important stage in the formation of
their mental and psychological state. During this period, the child's social adaptation and his
integration into society and emotional development are of primary importance. This process is of
particular importance for blind children, since due to their limited vision, their experiences
through other organs and adaptation to the environment are different from others.
The process of adaptation to social life for blind children faces a number of difficulties. They
have specific aspects in their emotional and psychological development. Such children may face
certain difficulties in adapting to various norms in society, self-expression and behavior. At the
same time, compared to healthy children, blind children use different experiences and methods in
social relations, communication and behavior.
The purpose of this study is to study the differences in the mental and psychological state of
blind and healthy children and to identify differences in their adaptation to social life. The study
analyzes the characteristics of blind children in the process of social adaptation, their
psychological characteristics and the main problems associated with their emotional
development. Also, by comparing them with healthy children, the difficulties and opportunities
that blind children face in the process of integration into society are studied.
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LITERATURE REVIEW
There are many scientific studies on the mental and psychological state of blind and healthy
children, as well as their adaptation to social life. These studies examine the differences in
psychological and emotional development between blind and healthy children, difficulties in the
process of social adaptation, and peculiarities in personal development. Below are the main
scientific sources available on this topic and their analysis.
Psychological development of blind children: The psychological development process for blind
children is different from that of healthy children. Studies (Shahbazova, 2018; Ibragimov, 2020)
show that blind children have delayed cognitive development, difficulties in speech and language
development. Since they do not have the opportunity to see, they develop by sensing and
understanding the environment. Also, the formation of a mental and emotional state in blind
children may face difficulties without social support, as they face some limitations in correctly
understanding their environment and communicating.
Mental and psychological state of healthy children: Healthy children have a relatively easier
process of mental development and social adaptation. Most of them adapt well to changes in
social and emotional development and react positively to the environment. It becomes easier for
them to enter social life and behave. During the educational process, healthy children learn to
adapt to society faster and assimilate social rules faster (Korkmazov, 2019).
Psychological differences between blind and healthy children: Psychological differences
between blind and healthy children are mainly related to the peculiarities of their emotional
development and communication methods. Blind children try to understand the environment
more through their senses and other emotions. Their social interactions may be more difficult
than others, as they limit communication and mutual understanding through vision (Pirogova,
2017). However, blind children can develop their emotional and cognitive development using
other means. Research (Miroshnikova, 2021) shows that blind children need to spend more time
perceiving changes in communication, understanding the environment, and developing other
emotions.
Social adaptation and integration into society: The process of social adaptation for blind children
is unique compared to healthy children. They may have difficulty adapting properly and finding
their place in society. The integration process for blind children is more complex, and they often
need help with self-awareness and behavior in society. There is a great need for interaction, help,
and support when working with clients and teachers (Zaharova, 2019). At the same time, healthy
children may adapt to social life more easily and faster, as they quickly master social rules and
find it easier to interact with others.
The role of teachers and educators: Teachers play a huge role in the social and psychological
adaptation of blind children. Teachers are blindhave a significant impact on the development of
children, identifying their needs for psychological support, development and social adaptation,
and creating the necessary conditions. Research (Gubaidullina, 2020) shows that special
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methodological approaches of educators are of great importance in the development of blind
children.
The analysis of the literature clearly shows the psychological and spiritual differences between
blind and healthy children. The process of adaptation of blind children to social life is more
complex than that of healthy children and requires special pedagogical approaches. Research
also emphasizes that the support of teachers and society plays an important role. Such
approaches greatly help in ensuring the successful integration of blind children into society.
RESEARCH METHODOLOGY
This study used various scientific methods to identify the mental and psychological state of blind
and healthy children, as well as differences in the process of their adaptation to social life. The
research methodology is based on the following main approaches: The main goal of the study is
to study the differences in the psychological and mental state of blind and healthy children and
analyze the changes in their adaptation to social life. The following tasks were set in the study:
To identify psychological differences between blind and healthy children.
To study the differences in the process of social adaptation.
To study the social integration of blind children.
To develop strategies to support social and psychological adaptation for blind children in
comparison with healthy children.
Theoretical analysis: To analyze the mental and psychological state of blind and healthy children,
to study scientific literature, to identify the characteristics of their development.
Empirical method: The study conducted empirical research with blind and healthy children.
These studies were carried out using observation, questionnaires, tests and interviews. This
method collected data on children's social adaptation and psychological characteristics.
Psychological tests: Special tests and techniques were used to study psychological development.
They helped measure children's emotional state, self-awareness, and stress management skills.
Social communication analysis: Observations and interviews were conducted to determine the
psychological characteristics of social relationships and communication between blind and able-
bodied children.
The research methodology provided a comprehensive and systematic approach to studying the
social and psychological state of blind and able-bodied children. Using a combination of
methods, the psychological development of children, the process of social adaptation, and the
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psychological characteristics of their interactions were identified. The research methodology
allowed for a deeper study of children's personal and social development.
ANALYSIS AND RESULTS
This study analyzed empirical data collected in the study of the mental and psychological state of
blind and able-bodied children and the process of adaptation to social life. The methods used in
the study — observation, interviews, psychological tests and social games — studied the
psychological characteristics, emotional state and social relationships of blind and healthy
children. The results were presented on the basis of the following main analyses:
Psychological state of blind children and healthy children
Psychological and psychological state of blind children: Blind children have been observed to
have a delay in general mental development compared to healthy children. Emotions such as
anxiety, fear, and apathy can often appear in their psychological state. The study revealed that
the main difficulties of blind children were in understanding the environment, communicating
with other children and expressing themselves. According to the results of psychological tests,
blind children sometimes experience a sense of isolation and problems associated with
shortcomings due to their lack of vision.
The social relationships of blind children are unique, they interact more through their senses.
They usually use sounds, touch and smell, but this creates some obstacles in their development.
In most cases, blind children have difficulty understanding and expressing emotional and social
situations related to them. This negatively affects their mental state.
Mental and psychological state of healthy children: Healthy children, on the contrary, adapt
relatively faster and easier in terms of social and psychological development. According to the
results of questionnaires and psychological tests, changes in emotional states in healthy children
showed more positive, rapid and unstable states. Their social communicationchildren develop
naturally and have fewer problems adapting to the environment. The processes of self-expression,
self-awareness, and finding their place in society are easier for healthy children.
Differences in the process of adapting to social life
Social adaptation for blind children: According to research, the social adaptation of blind
children is much more difficult than that of healthy children. Blind children face some
difficulties in keeping themselves on an equal footing with other children and establishing social
relationships. They have various difficulties in the process of expressing themselves, conveying
their feelings to others, and understanding them. Also, understanding and adapting to social rules
and subtle relationships in society is complicated. To facilitate this process, blind children need
special pedagogical assistance and social support.
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Social adaptation of healthy children: For healthy children, adaptation to social life is more
natural and easier. Their place and roles in society are clear, and there are fewer difficulties in
communicating with each other. Such children usually quickly master social rules and develop
socially and emotionally. The processes of self-awareness, self-expression, and communication
with others are much easier for them.
Supporting the social adaptation of blind children: The study developed a number of
recommendations to improve the social adaptation process of blind children. They can be
supported in their social and psychological development by organizing special pedagogical
approaches, individual assistance, and group classes. In addition, it is necessary to organize
training for teachers and parents to teach them subtle social relationships and communication
with others, and to support them.
CONCLUSION
The results of the study showed that there are significant differences in the psychological and
social adaptation processes between blind children and healthy children. Blind children need
more social and psychological support, and special pedagogical approaches are necessary for
their development. Healthy children, on the other hand, go through this process much more
easily and quickly find their place in social life. The study emphasizes the need for effective
pedagogical approaches for the successful adaptation and integration of blind children into
society.
LIST OF REFERENCES
1.
Ibragimov, M. (2020). Psychological development of handicapped children. Tashkent:
Publishing House of the Academy of Sciences of the Republic of Uzbekistan.
2.
Korkmazov, B. (2019). Social adaptation and psychological development of healthy
children. Samarkand: Publishing House of Samarkand State University.
3.
Miroshnikova, L. (2021). Issues of emotional development and social integration of
disabled children. Moscow: Publishing House of Social Psychology and Pedagogy.
4.
Pirogova, A. (2017). Pedagogical approaches in working with disabled children. St.
Petersburg: Pedagogical Publishing House.
5.
Shahbazova, F. (2018). Cognitive development in children with disabilities. Tashkent:
Pedagogical Institute of Uzbekistan.
6.
Zakharova, N. (2019). Psychological problems of disabled children in the process of
social integration. Tashkent: Scientific Research Center of Education and Training of
Uzbekistan.
7.
Gubaidullina, M. (2020). The role of pedagogues in working with disabled children.
Bashkortostan: Pedagogy scientific journal.
8.
Miroshnikova, L. (2021). Special education for disabled children: methodological
approaches. Moscow: Publishing House of Education and Psychology.
