Rehabilitation of visually impaired children in an inte

Introduction
According to the World Health Organization, there are more than 35 million blind people worldwide, and 260,000 in Russia. The term visually impaired is very broad and covers almost all possible visual impairments.
The number of visually impaired people in our country ranges from 5 to 7 million people and is constantly growing. If nothing is done to save these people "residual" vision, then many of the visually impaired category may soon become blind.
Currently, myopia is noted in 60% of graduates of schools in the Russian Federation, which is due to increased visual stress, social and geographical aspects.
According to experts, about 90% of children have deviations in physical and mental development. 30 - 35% of children entering school already have chronic diseases.
During the years of schooling, the number of mental health disorders increases four times, the number of children with diseases of the digestive system increases three times, the number of posture and vision disorders increases five times [1, 6, 20, 24, 33]. 40% of children have minimal brain dysfunction (non-severe CNS lesions), over 30% have somatic diseases (pyelonephritis, diseases of the respiratory and cardiovascular systems), 80% of children suffer from neuroses.
Posture disorders are observed in almost 80% of blind and visually impaired children. There is a decrease in general motor activity, impaired coordination and accuracy of movements, balance, spatial and temporal orientation, a low level of speed abilities, agility, strength of all muscle groups, mobility in the joints is reduced by 12–15% [30].
It is known that an abnormal visual-motor skill, when primary school students persistently bow their heads above the table at an unacceptably close distance for the eyes, is more intense among students in the first and third grades. In the next 4 classes, the intensity of its severity either decreases or progresses sharply. A detailed study of this phenomenon made it possible to establish that it is not a "bad" habit or the result of fatigue, as is commonly believed. It is a visual-motor skill that is persistent over time. This condition in children is already expressed from the first grade. Observations of a number of authors found that the described condition is stable in children throughout the school year. And only during the summer vacation period, when the general motor and spatial-motor activity increases in the daily regimen of children, its intensity decreases somewhat [21].
The role of the visual analyzer in the development of the child is great and unique. Violation of its activities causes significant difficulties for children in understanding the world around them, limits social contacts and opportunities for engaging in many types of activities. Individuals with visual impairments have specific features of activity, communication and psychophysical development. These features are manifested in the lag, disruption and originality of the development of the motor sphere, the formation of ideas and concepts, in the methods of practical activity, in the features of the emotional-volitional sphere, social communication, integration into society, adaptation to physical exercises and work.
Modern living conditions, a decrease in the motor activity of children leads to a decrease in their physical fitness and performance in general. One of the main tasks of adaptive physical education in classes for visually impaired children is the correction of physical development deficiencies, aimed at their prevention and elimination. Regular, properly organized physical exercises have a beneficial effect on the central nervous system, improve the activity of the cardiovascular system, and normalize the functioning of the respiratory system. They increase the indicators of physical development, contribute to the correction of impaired functions, increase efficiency.
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