It is well known that from the very first days of school, the perceptual domains that directly influence the learning process come to the forefront. When we speak of visual perception, factors such as the stability of perception, a certain level of hand-eye coordination development, visual-spatial perception, and visual memory are particularly important. In visually impaired students, the development of cognitive and emotional-volitional processes is reduced, which makes learning more challenging. 

Achieving high effectiveness in forming compensatory mechanisms in a general education school is only possible through a comprehensive assessment of the actual level of psychological development of the student with a disability, as well as by developing an effective system of psychological and pedagogical support tailored to the abilities and needs of students with visual impairments.

tactile memory test, imagination, memory, orientation, mobility.

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