|Lessonplans-teachers.com » Elementary School » Lesson plans 1 class|
A lesson for students with visual impairment 2018
Work with students with visual impairments has its own specifics of work. One of the bottom is the construction of a lesson.
Taking into account the psychological peculiarities of the visually impaired students, I try to think through each stage of the lesson.
The main task of the organizational part of the lesson is to optimally prepare students with vision problems to work in the classroom, to include them in the educational process. Students with visual impairments are often depressed or excited and can not mobilize their attention on the lesson. Therefore, I devote special attention to the preparatory part of the lesson, since the effectiveness of the subsequent stages of the lesson depends on its results. The process of entering the educational activity takes more time than that of children with normal eyesight. Therefore, about 5 minutes at the beginning of the lesson is spent on overcoming the impact of the break, at this stage, also preparing the workplace and necessary accessories. Individual students provide assistance in preparing for the lesson.
Actually, the main part involves the primary perception of the system of knowledge in a global form; multiple, phased return to the content of the material dissected into a part with correction and clarification of gaps in knowledge; Integration at a higher theoretical level of adjusted parts of knowledge and skills into a coherent system; checking the effectiveness of knowledge by including them in practical activities.
When conducting lessons, students should be more often switched from one type of activity to another. For example, after work related to the intensive activity of the visual analyzer, you need to get to work, during which the main load falls on the hearing aid analyzer. Changing the types of activities contributes to improving the efficiency of work. This is explained by the fact that with the change in the nature of the stimuli to the work involved "unsteady" areas of the cerebral cortex, so reading, writing appropriate to alternate with the survey, an explanation. It is also necessary to know how the visually impaired children change during the lesson. In the first 8-10 minutes poor performance. This is due to the difficulty of including in the work. Then performance increases. The largest one is observed in the interval between the tenth and twenty fifth minutes of the lesson. In the last ten minutes, the efficiency is reduced. Based on this, the most difficult to master the material should be offered to students at these moments.
The final part involves summing up, evaluating successes, a homework with compulsory explanation and compulsory motivation and differentiation. I try to point out the positive and negative points in the work of the students.
By building my lessons, I take into account the fact that in the educational process, the child's eyes get a heavy load. To prevent fatigue, you need to create the appropriate conditions:
- Batches must be fitted with puppets or stands for books in order to prevent the occurrence of disturbances of posture. The distance from the book to the eyes depends on the severity of the central vision. Particular attention should be paid to optimal lighting in the classroom;
- the lessons should be strictly dosed not only the visual load, but also intellectual, because the latter can provoke not only mental, but also visual fatigue, not only in the weak-sighted, but also in the children who see normally. It should not exceed 30 minutes in middle and upper grades. Therefore, it is necessary to creatively approach the organization of the lesson, it is wise to combine individual and frontal work.
|Views: 561 | ||
|Total comments: 0|