视障人士社会适应的年龄特征

O. Popova, Nadiya Kuhar
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摘要

本文揭示了视障人士在社会环境中适应的主要特征。特别注意在不同年龄阶段的社会适应形式的差异,这取决于视力障碍的程度和获得这些缺陷的时间。这篇文章指出了两种视力障碍的残疾人:一种是天生失明的,另一种是对周围环境有特殊适应能力的盲人。结果表明,视障人士的适应过程存在六个与年龄相关的阶段。特别是,与早期有关的第一阶段的特点是渴望学习走路,掌握直接的物质世界,并与亲戚建立沟通联系。第二阶段——学龄前儿童与建立家庭关系之外的最初社会联系有关,在学龄前儿童群体中,掌握游戏。第三阶段与上学有关,其特点是渴望获得与视力正常的儿童同等的知识和社会经验,反之亦然,活动减少,远离家庭。第四个阶段(学龄后)与在生活的各个领域自给自足和独立的愿望有关。第五种是希望在取得成就的基础上为生活创造正常条件。最后,第六个(退休年龄)是由保持已获得的社会和物质地位、交际关系的愿望决定的。每一个阶段还具有视障人士所适应的主导社会环境的特点:第一是家庭,第二是家庭和学前机构,第三是家庭和学校,第四是工作或教育团队,第四是劳动团队和自己的家庭,第六是家庭和公共协会。委员会指出,有视力障碍的人的适应可以被视为一个特殊的过程,需要使用特殊的社会和心理手段来克服社会适应方面的障碍。指出了心理教育和社会服务在这一过程中的作用,这些服务应考虑到视障者的年龄阶段和他们获得这些障碍的时间。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
AGE CHARACTERISTICS OF SOCIAL ADAPTATION OF PEOPLE WITH VISUAL IMPAIRMENTS
The article reveals the main features of adaptation of visually impaired people in the social environment. Special attention is paid to the differences in the forms of social adaptation in different age phases of life depending on the degree of visual impairment and the time of acquisition of these defects. The article singles out two types of disabled people with visual impairments: those born blind and those who are blind, who have peculiarities of adaptation in the surrounding space. It is indicated that there are six age-related phases of adaptation of visually impaired people. In particular, the first phase associated with early age is characterized by the desire to learn to walk, to master the immediate material world, and to establish communicative ties with relatives. The second phase – preschool childhood is associated with the establishment of initial social ties outside of family relationships, in groups of preschoolers, mastering the game. The third phase, which correlates with the school years, is characterized by a desire to acquire knowledge and social experience on a par with sighted children or vice versa, a decrease in activity, withdrawal from the family. The fourth phase (post-school age) is associated with the desire to be self-sufficient and independent in all spheres of life. The fifth is characterized by the desire to create normal conditions for life on the basis of acquired achievements. And finally, the sixth (retirement age) is determined by the desire to preserve the acquired social and material status, communicative ties. Each of these phases is also characterized by the dominant social environment in which disabled people with visual impairments adapt: the first is the family, the second is the family and preschool institution, the third is the family and school, the fourth is the work or educational team, the fourth is the labor team and one's own family, the sixth is the family and public associations. It is noted that the adaptation of a person with visual impairments can be considered as a peculiar process that requires the use of special social and psychological means of overcoming obstacles in social adaptation. The role of psychological-pedagogical and social services in this process is indicated, which should take into account the age phases of the visually impaired and the time of their acquisition of these disorders.
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