Attestation committee
Accreditation committee
Expert committee
Dispositions, instructions
Normative acts
Scientific councils
Scientific advisers
Doctoral students
Postdoctoral students
CNAA logo

 română | русский | english

CNAA / Theses / 2016 / June /

Psychopedagogical training models for blind children schools.

Author: Frunze Olesea
Degree:doctor of pedagogics
Speciality: 13.00.03 - Special Pedagogics
Scientific adviser: Emilia Laposin
doctor, associate professor (docent), Chisinau Pedagogical State University "Ion Creanga"
Institution: Chisinau Pedagogical State University "Ion Creanga"


The thesis was presented on the 17 June, 2016
Approved by NCAA on the 6 October, 2016


Adobe PDF document1.39 Mb / in romanian


CZU 37.015.3(043.2)

Adobe PDF document 3.19 Mb / in romanian
248 pages


blindness, blind, visually impaired, preparation for school, intellectual component, social - relational component, psychomotor component, pedagogical component, psycho-pedagogical model


Thesis structure: annotations, list of abbreviations, introduction, three chapters, conclusion and recommendations, bibliography of 231 titles, 18 anexes, 143 pages of basic text, 38 figures and 26 tables. The results are published in 19 papers.

Field of study: Special Education

The prurpose of this paper is to establish specifics of preparation for school of children with blindness, and designing a correctional complex program - experimentally based on psychopedagogical models for preparing children with blindness for school.

Research Objectives: determination of appliance categories, theoretical foundations of empirical investigation, to clarify the issue of school readiness of children with blindness, the content and structural components of the preparation for school activities for children with blindness, design of investigating the level of readiness of preschool blind children to study in school, experimental research on school readiness of blind children, theoretical foundation, development and implementation of psycho-pedagogical models for the efficiency of preparation of children with blindness for school, developing recommendations on preparing children with blindness for school.

Scientific novelty of the results. In a new approach was experimentally investigated the level of school readiness for children with blindness. As a result has been diagnosed the level of readiness of preschool blind children through various techniques and methods developed or adapted and there were determined new components of preparing blind children for school, under the restructuring of the special education system in our republic (implementation of integrated education).

The significance of the paper: is determined by the contradiction which shows, on one hand, insufficient studies about the problems of preparation of children with severe impairments of view, requesting the cognitive activity and personality at the begin of the school, and on the other, the need to develop psychopedagogical models to facilitate school insertion of children with blindness

Scientific value of the addressed problem: lies in the completion of certain theoretical views about the socializations of preschool child with severe sensory impairments; were discovered and formulated new scientific characteristics with reference to the essence of the training school for children with blindness; was proposed the definition about the preparation of children with blindness for school in terms of the severity of the impairment; were developed psychopedagogical models for preparing preschool children with blindness for school.

The practical value of research: The study completes special pedagogy with new information about increasing the school readiness of children with blindness. Development program elaborated, experimentally verified, scientifically reasoned in order to increase the level of education of blind children and those with severe disorders of view can be used in the practical work of pedagogue of institutions and by parents who educate children with blindness. Proposed psychopedagogical models may underlie the organization and optimize the process of preparing blindpreschoolers for learning activity, taking into account individual characteristics and type of organization.

Value of the researchThe present study brings key information to national research in the field tiflo-pedagogy (meanings related with educational practices) which can be used in the initial and continuous training pof psychopedagogues, educators, parents and other actors concerned about the development of preschool blind child, also the results can be included in various trainings, courses and other educational resources.