EXPERIENCE OF TEACHING ENGLISH IN PRIMARY SCHOOL FOR VISUALLY IMPAIRED STUDENTS IN EDUCATIONAL INSTITUTIONS AROUND THE WORLD

Abstract

The article has explored the actual problems of teaching English as a foreign language to young students with visual impairments, identified effective ways to improve the quality of education of children of this category, summarized the practical research results of foreign scientists regarding features of the formation of English-speaking competencies for students in primary school (Pantić N., Florian. L., Abdullah Coşkun, Carter, McCarthy, H. Z. Özer, N. Cabaroglub, Susanto, Deri Sis Nanda).Owing to practical research of scientists from Turkey, Mexico, and Indonesia have been found that the formation of English-speaking competencies of blind and visually impaired children in primary school is at a low level, which is caused by falsely formed stereotypes about the intellectual abilities of persons with special educational needs, lack of materials and technical support for classes in which children of the studied category learning, insufficient number of foreign language lessons and lack of special trainings for teachers.Detailed study of the state and peculiarities of teaching a foreign language to young students with visual impairments in far abroad was made by us aims to form strategies for the development of education of persons with special educational needs in Ukraine, in particular, to offer effective ways to form the English-speaking competencies of children of this category. In our opinion, the leading program that will ensure the evolution of the education system and will improve the quality of education for blind and visually impaired children provides for: the involvement of typhlopedagogical technology in the educational process; practical activities as an obligatory component of the educational process; use of communicative and gaming technologies; maximum involvement of audio devices when learning a foreign language; implementation of special trainings for teachers on the peculiarities of teaching children with special educational needs; increase in the weekly number of English lessons. Realization of this program will provide a comfortable learning environment for young students with visual impairments, which will contribute to the development of mental processes and the emotional- volitional sphere of blind and visually impaired children, which as a result will improve the mental activity of students and contribute to the effective knowledge assimilation of a foreign language.