Development of information culture of adolescents with impaired vision

Relevance. The relevance of the problem under study lies in the widespread occurrence of the issue of forming information culture among adolescents with visual impairments within the context of modern education. In addition, there is a need to develop methods and means for cultivating cultural awareness within the informational sphere. Purpose. The purpose of this study is to methodically and theoretically substantiate and experimentally test the formation of information culture in adolescents with visual impairments. Methodology. The primary focus of the study was on the application of empirical methods, specifically the method of experimental work, which consisted of surveying students and teachers from republican schools for children with disabilities. Moreover, methods for implementing tools to foster information culture among adolescents were proposed. Results. The main results consist of examining both psychological and pedagogical aspects of organising education for adolescents with visual impairments. The problem of pedagogical characteristics in diagnosing children with visual impairments was addressed, analysing the cognitive activity of children, and exploring the specificities of organising collaborative and effective work and education for visually impaired teenagers in interaction with their peers without visual impairments. The specifics of forming information culture among students with visual impairments in the information environment were also revealed. Based on this, a technology for implementing methods of socialisation for students with limited abilities into the educational process was determined. Conclusions. The study concluded that methodical and theoretical substantiation, combined with experimental testing, is essential for effectively forming information culture in adolescents with visual impairments. The research highlighted the importance of understanding the psychological and pedagogical aspects of education for these students, emphasizing the need for specific strategies to enhance their cognitive activities and social interactions. The developed methods offer practical value for educators, providing a foundation for integrating socialization technologies into the educational process for students with visual impairments. Keywords: inclusion; visually impaired; socialization; pedagogical-psychological characteristics; educational environment