The Acquisition of Abstract Nouns by Children with Visual Impairments

Abstract

This article examines the process of acquiring abstract nouns by children with visual impairments and analyzes its psycholinguistic and pedagogical characteristics. The study explores the mechanisms underlying the formation of abstract concepts under conditions of limited visual perception, highlighting the role of verbal experience, social interaction, and compensatory abilities. Furthermore, the article emphasizes the significance of multisensory approaches, contextual teaching methods, and specialized pedagogical technologies in facilitating the effective acquisition of abstract nouns by children with visual impairments. The findings substantiate the necessity of individualized approaches and specialized methodologies for the successful development of abstract concepts.