IMPROVING THE EFFECTIVENESS OF PSYCHOLOGICAL TRAINING AND PEDAGOGICAL TOOLS FOR STUDENTS WITH VISUAL IMPAIRMENTS
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Abstract
The psychological and educational support of students with visual impairments plays a crucial role in their cognitive, emotional, and social development. The present article examines the effectiveness of psychological training programs and pedagogical tools designed for visually impaired learners. It analyzes contemporary approaches, including sensory-compensatory strategies, inclusive pedagogical practices, adaptive communication techniques, and modern assistive technologies. The study also highlights the importance of individualized training modules aimed at enhancing self-confidence, emotional regulation, communication skills, and social adaptation. The findings suggest that integrating psychological training with multisensory pedagogical tools leads to increased academic engagement, improved self-esteem, and stronger social competencies among visually impaired students. Recommendations are proposed for teachers, psychologists, and special educators to optimize the learning environment for inclusive education.
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References
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