A METHOD FOR PSYCHOLOGICAL AND PEDAGOGICAL ASSESSMENT OF VISUAL PERCEPTION DEVELOPMENT IN PRIMARY SCHOOL-AGED CHILDREN WITH LOW VISION

Abstract

The article presents an original method for the psychological and pedagogical assessment of visual perception development in primary school-aged children with low vision. The study aimed to substantiate its conceptual principles, structure, content, and administration procedure. The research methods included theoretical analysis and synthesis of scholarly perspectives on visual perception, the functional use of vision, and psychological and pedagogical assessment; systematisation of criteria and indicators; and pedagogical modelling of the diagnostic framework. The method is based on differentiating among visual functions, visual perception, and the functional use of vision; understanding visual perception as an active, multicomponent process; considering the influence of stimulus presentation conditions on performance; distinguishing accessibility adaptations from diagnostic assistance; combining quantitative assessment with qualitative analysis; observing visual behaviour; and applying profile-based interpretation. The method comprises organisational, content-and-criteria, organisational-and-procedural, recording-and-assessment, and interpretative components. Its framework includes sensory-perceptual, selective visual search, spatial, and visual-motor activity criteria. Twenty-eight diagnostic tasks are grouped into four blocks, with six assessment items in each task. The assessment considers accuracy and independence, the type of assistance required, typical errors, visual scanning patterns, self-corrections, compensatory strategies, changes in working distance and pace of performance, and signs of visual fatigue. Results are summarised separately for each criterion and presented as an individual profile without an overall composite score. This approach makes it possible to identify uneven development, relatively preserved abilities, pronounced difficulties, effective adaptations, and the type of assistance required. The method may inform individual directions for correctional and developmental work. Further research will include pilot testing and psychometric evaluation.