Teaching visually impaired students to read in French at secondary school

the article discusses the problem of teaching visually impaired students to read in French. Currently, a large number of such children study at schools, so teachers are faced with the task of developing an optimal model for working with «special children». To achieve this goal, it is necessary to take into account the psychological and pedagogical characteristics of students with special educational needs when teaching them to read, since reading is a complex type of speech activity and is carried out in close cooperation with other types of speech. Inclusive education of children is the most difficult for foreign language teachers. They are faced with the task of developing the student's personal potential, depending on his individual capabilities and needs. In addition, teachers should help create an educational environment in which every student will achieve a successful educational outcome. The system of adaptive exercises developed by the author allows visually impaired students to successfully complete tasks for different types of reading at all three stages of working with the educational text. This system has been tested and proven to be effective. The author has also formulated a number of recommendations for teachers who work with visually impaired children. These recommendations take into account the peculiarities of the development of this category of students and help teachers organize effective work on teaching reading to children with disabilities.

speech activity, reading, learning to read, foreign language, speech exercises, stages of working with text, inclusive learning