DOI: 
http://dx.doi.org/10.15293/1813-4718.2605.10
UDC: 
376.33-056.26-058:7.091.33
Saitgalieva Guzel G.
Кандидат социологических наук, Leading Analyst, Laboratory for the Problems of Education of Persons with Disabilities and Other Disabilities, Center for the Development of Inclusive Education, Russian Academy of Education; Head of the Inclusive Education Department, Presidential academy (RANEPA), ggg2910@mail.ru, Moscow
Bayramov Vagif D.
Head of the Laboratory for the Problems of Education of Persons with Disabilities and Other Disabilities, Center for the Development of Inclusive Education, Russian Academy of Education, Corresponding Member of the Russian Academy of Education, bayramov.vd@yandex.ru, Moscow
Plotnikova Elena V.
Кандидат педагогических наук, Member of the Union of Designers of Russia, Acting Head of the Design Department, Faculty of Art and Graphics, M. Akmulla Bashkir State Pedagogical University, plot.61@mail.ru, Ufa
Sharipova Aigul R.
Assoc. Prof. of the Department of Design, Faculty of Art and Graphics, Member of the Union of Designers of Russia, M. Akmulla Bashkir State Pedagogical University, aigul_a.r.t@mail.ru, Ufa
Psyanchina Minzifa T.
Department of Foreign Languages, Humanities Faculties, Ufa University of Science and Technology, psyanchinaminzifa@gmail.com, Ufa

Educational and Methodological Support for Primary School Teachers in fine Arts and Handicrafts when Working with Children with Severe Visual Impairments

Abstract: 
Purpose of the article. This article examines the problem of methodological support for fine arts and handicraft teachers working with children with severe visual impairments in elementary school. The authors’ primary goal is to identify existing problems and deficiencies in the methodological support of primary school teachers that hinder the effective mastery of fine arts and handicrafts by students with severe visual impairments. Methodology and Research Methods. The research methodology is based on the principles of comprehensiveness, integration, and interdisciplinarity. The authors reviewed and analyzed existing Russian scientific publications related to the research topic. The experimental portion of the study was conducted with the participation of fine arts and handicraft teachers working with children with severe visual impairments in elementary school. Eighty teachers from 14 regions of the Russian Federation participated in the study. The methods of theoretical analysis, comparison, questionnaires, and statistical data processing were used. Research Results. The theoretical analysis and survey of respondents confirmed the relevance of the problem of methodological support for primary school teachers in fine arts and handicrafts. The results substantiate the need for a comprehensive solution to issues related to educational and methodological support for primary school teachers and the expansion of the methodological base of adapted materials that teachers can use in fine arts and handicrafts classes when working with blind students. Conclusion. The obtained results demonstrate that the following conditions are necessary for high-quality mastery of fine arts and crafts: 1) sufficient material and technical equipment of educational institutions, 2) methodological support adapted to the educational needs of students with severe visual impairments, 3) teachers who have the necessary artistic and pedagogical education and possess special competencies, including methods of teaching visually impaired children fine arts and crafts.
Keywords: 
education of children with severe visual impairments; methodological resources; children with visual impairments; teachers; fine arts; handicrafts (technology)
References: 

1. Khusnutdinova, Z. A., Mustaev, A. F., Saitgalieva, G. G., 2012. Education and social integration of children with disabilities. Pedagogical journal of Bashkortostan, no. 1 (38), pp. 24–29. (In Russ., abstract in Eng.)
2. Saitgalieva, G. G., Lekhanova, O. L., 2016. The state of inclusive education of children with disabilities in the regions of the Russian Federation. Pedagogical journal of Bashkortostan, no. 2 (63), pp. 93–98. (In Russ., abstract in Eng.)
3. Saitgalieva, G. G., 2016. Strategies for the implementation of an individual educational trajectory for a child with disabilities in Russia. Modern studies of social problems (electronic scientific journal), no. 7, pp. 264–280. (In Russ., abstract in Eng.)
4. Education and training of children with visual impairments. Borisova N. A., ed. Education and training of children with developmental disabilities. Cherepovets: Cherepovets State University, 2017, pp. 145–168. (In Russ.)
5. Vygotsky, L. S., 1990. Imagination and creativity in childhood: a psychological essay: a book for a teacher. Moscow: Education Publ., 96 p. (In Russ.)
6. Nemensky, B. M., 2007. Pedagogy of art. Moscow: Education Publ., 255 p. (In Russ.)
7. Sokolova, O. Yu. Fine arts in inclusive and supplementary education. Moscow: Sputnik+ Publ., 101 p. (In Russ.)
8. Vygotsky, L. S, 1963. Principles of Education of Physically Handicapped Children. Collected Works in 6 volumes, vol. 5. Moscow, pp. 22–32. (In Russ.)
9. Grigorieva, L. P, 1992. Methods of Forming Visual Images in Remedial Classes in Elementary Schools for Children with Visual Impairments. Defectology, no. 4, pp. 31–35. (In Russ., abstract in Eng.)
10. Ermakov, V. P., Egorova, O. I., 1978. Teaching Special Graphics to the Blind. Moscow: Prosveshchenie Publ., 120 p. (In Russ.)
11. Kulagin, Yu. A., 1969. Perception of Visual Aids by Students in Schools for the Blind. Moscow: Pedagogy Publ., 269 p. (In Russ.)
12. Mitina, G. V., 2015. Methodological training of primary school teachers in modern conditions. Social and humanitarian sciences in the Far East, no. 2 (46), pp. 125–128. (In Russ.)
13. Potemkina, A. V., 2018. Features of teaching subjects to blind and visually impaired students in the context of implementing the Federal State Educational Standard of Primary General Education for Children with Disabilities: methodological recommendations: in 3 parts. Part 3. Artistic and aesthetic cycle / Ed. by G. V. Nikulina. St. Petersburg: Publishing house of the Herzen State Pedagogical University, 220 p. (In Russ.)
14. Potemkina, A. V., 2009. Relief visual aids in the system of teaching children with visual impairments. Educational integration of children with special needs: Sociocultural Strategies and Prospects. Proceedings of the XVI International Conference “The Child in the Modern World”.
St. Petersburg: Publishing House of the Polytechnic University, 249 p. (In Russ.)
15. Deniskina, V. Z., 2012. Special Educational Needs Caused by Visual Impairments and Their Secondary Consequences. Defectology, no. 5, pp. 3–12. (In Russ., abstract in Eng.)
16. Deniskina, V. Z., 2016. Special Educational Needs Caused by Visual Impairments and Their Secondary Consequences. Education in the Kirov Region, no. 1 (37), pp. 20–27. (In Russ.)
17. Fine Arts for Children with Visual Impairments. School of Mastery: Art as a Resource, Process, and Result. Visual Arts and Art Education: Collection of Materials of the All-Russian Teachers’ Forum fine arts, St. Petersburg, November 17–18, 2022. St. Petersburg: A. I. Herzen State Pedagogical University of Russia Publ., 2022, pp. 41–50. (In Russ.)
18. Kamalova, T. R., 2024. Diagnostics of the current level of development of higher mental functions in primary school children with visual impairments as a criterion for planning socio-cultural rehabilitation. Actual problems of teaching and upbringing individuals with special educational needs: Proceedings of the VI All-Russian correspondence conference, Ekaterinburg, April 8–27, 2024. Ekaterinburg: Ural State Pedagogical University, pp. 41–45. (In Russ.)
19. Fuchedzhi, D. A., 2023. Relevance of teaching fine arts at school. Spiritual and moral development of modern youth as a factor in self-improvement based on self-knowledge: Proceedings of the All-Russian scientific and practical conference, Yalta, November 14-17, 2023. Simferopol: Publishing House Typography “Arial”, pp. 75–78. (In Russ.)
20. Lindner, K. T., Schwab, S., 2025. Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis. International Journal of Inclusive Education, no. 29 (12), pp. 2199–2219. DOI: https://doi.org/ 10.1080/13603116.2020.1813450 (In Eng.)
21. Ivanova, N. A., Kabanova, Yu. D., 2019. Development of creative abilities of primary school students with disabilities in extracurricular activities. Educational space of childhood: historical experience, problems, prospects: collection of scientific articles and materials of the VI international scientific and practical conference, Kolomna, May 27-28. Kolomna: State social and humanitarian university, pp. 148–155. (In Russ.)
22. Malykh, S. B., Basyuk, V. S., Rychkova, L. V., 2026. Psychological well-being and success of students in grades 5–11: analysis of latent profiles. Psychological Science and Education, no. 31 (1), pp. 126–140. DOI: https://doi.org/10.17759/pse.2026000003 (In Russ., abstract in Eng.)