Pedagogical Conditions Aimed to Involve the Blind and Visually Impaired Students into School Extracurricular Activities

Abstract

The basic problem of the visually impaired students’ integration into different spheres of public life through educational practices is considered in this scientific article. The purpose of the work is designing of specially organized pedagogical conditions for disabled students’ involvement into extracurricular activities. Key issues of the maintain of the school extracurricular activities are identified, basic examples of school activities in the frame of Federal State Educational Standards are presented. Special pedagogical conditions are usually identified after having studied the students’ readiness for creative activity, their participation in the school events, after having penetrated into the students’ problems and preferences. The article involves results of the research held on a bias of Grot boarding school. 215 students of the 5th–12th grades participated. These special conditions should help to the involvement of the disabled students into educational process, the main goal of which is upbringing of a harmoniously developed and socially responsible person. A set of the best pedagogical conditions is proposed in the article. The development of mixed aged communities at school and providing pedagogical assistance in their productive work is analyzed. The content of the school community activities is often connected with the solution of the participants’ personally important problems. There’s sense in the students’ being involved into working out and discussing a plan of extracurricular activities, it’s vitally important to support and initiate their ideas. It’s necessary to make a spectrum of different methods of education work wider and to involve students to design them. Development of the teachers’ professional competence and building relationships with the students on a bias of human values are urgent for the successful solution of educators’ tasks. The article concludes that the proposed set of pedagogical conditions will contribute to the successful socialization of schoolchildren and the development of their life competencies.