ISSUES OF LITERACY EDUCATION FOR CHILDREN WITH VISUAL IMPAIRMENTS IN UZBEKISTAN AS REFLECTED IN THE RESEARCH OF UZBEK WOMEN SCHOLARS
Keywords:
children with visual impairments, literacy education, typhlopedagogy, special education, Braille alphabet, tactile perception, auditory perception, multisensory approach, speech development, corrective pedagogical activities.Abstract
This article analyzes how issues related to literacy education for children with
visual impairments in Uzbekistan are addressed in special education research. Particular
attention is paid to developing initial reading and writing skills in children with visual
impairments, supporting speech development, utilizing tactile and auditory perception,
and integrating a multisensory approach into the educational process. The article
substantiates the importance of individualized approaches, corrective and developmental
activities, and specialized didactic tools in teaching literacy to children with visual
impairments.
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