FORMATION OF CREATIVE ACTIVITY OF 5-8 FORM VISUALLY IMPAIRED STUDENTS BY MEANS OF MUSEUM PEDAGOGY: THEORETICAL BACKGROUND
Journal Title: Актуальні питання гуманітарних наук: Міжвузівський збірник наукових праць молодих вчених Дрогобицького державного педагогічного університету - Year 2018, Vol 20, Issue 3
Abstract
It is determined that proactive attitude, initiativity, skills in usage of creative methods with important tasks are the basic needs to remain competitive, accomplish identified goals and succeed in life due to the contemporary context. Thus the creative activity formation becomes one of the educational priorities. Under these circumstances activity is considered as the students` willingness to initiative work on their way to self-improvement, self-development and realization of inner potential. The primary unit of the creativity is the balance between students` motivation and intestinal necessity. The peculiar importance of this problem is mentioned due to the children with special needs, particularly with vision disa- bilities. The situation stated above, generates challenges and makes their lives more complicated. It must be taken into consid- eration, that the process of education of the visually impaired students is specific enough. They need to overwhelm not only the educational background but also these students have to master the techniques of sensory experience, gain communicative skills. In the fields of typhlopedagogy and typhlopsychology is known that intrinsic or acquired vision deficiencies as essential somatic diseases reflexively cause postprimary functional deviations which negatively affect mental and social development of the mentioned above category of students. As a juvenile realization of self-handicap turns more extensive, so it`s common for 5–8 form visually impaired students to become reserved, show apathy and lack of initiative. As it was mentioned, behavioural disorders in the development of this category of students are postprimary and it is possible to develop effective interventions. It is considered, the creation of the special developmental circumstances, adolescence period sensitivity to the art perception and natural commitment to self-expression could facilitate a solution to a problem of creative activity formation. Also we promote an idea that the interventive and developing education process should extend beyond specific learning environment of the special education school or inclusive form. Taking into consideration the current conception of the Ukrainian school development and reformation process in museums both institutions could collaborate. Renewed museums can become the centers of embodiment of the educational process inclu- siveness and the space of effective involvement to the active creative activity of all its participants. Museum pedagogy and its means are regarded as a proper tool in creative activity of 5–8 form visually impaired students’ formation.
Authors and Affiliations
Anna PETRYKINA
Keywords
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