THE SITUATIONS OF DEVELOPING PRESCHOOL CURRICULUM FOR CHILDREN WITH VISUAL IMPAIRMENTS

The article focuses on investigating the situation of developing preschool curriculum for children with visual impairments before entering grade 1 at some inclusive and special schools in some provinces and cities. The main results include: 1) Preschool skills of children with visual impairments currently include a number of skill groups such as prereading - prewriting - precalculation skills; Communication and social interaction skills; Self-help skills; Orientation and mobility skills; Multisensory skills; Skills in using assistive devices; 2) The current situation of preschool curriculum development with issues: the bases for curriculum development, curriculum content, implementation, evaluation and influencing factors. The above issues are surveyed through the use of preschool skills assessment forms for children and questionnaires for teachers. The assessment shows that the preschool curriculum has been implemented in inclusive and special schools but lacks a general orientation. The schools are developing spontaneously based on the preschool curriculum or the primary curriculum, therefore, it is necessary to improve a framework for preschool curriculum so that teachers can orient the development of school curriculum as well as develop appropriate individual education plans for children with visual impairments to enter class 1 effectively