Personal Learning Outcomes for 7–8-Year-Olds with Sensory Impairments

The research is devoted to the diagnosis of the diagnosis of assessment and formation levels of personal learning outcomes of 7–8-years old pupils with sensory impairments (children with visual and hearing impairments) in a special education environment. The assessment of subject and meta-disciplinary learning outcomes is currently being studied. Nevertheless, the diagnosis of personal learning outcomes of first-graders in special schools remains a pressing problem. The research aims to assess the achievement of personal learning outcomes of 7–8-year-old pupils with sensory impairments. The authors present the developed methodology to research the personal development key parameters of children with sensory impairments expressed at cognitive, motivational, and activity levels. The diagnostics included three main blocks: “Myself,” “Family,” and “School.” The research involved 29 pupils with sensory impairments from two regions of the Russian Federation. According to the data obtained, most pupils with visual and hearing impairments have a formed cognitive component, while the motivational and activity component is insufficient and does not depend on the severity of visual or auditory deprivation. The results showed that all children with sensory impairments had difficulties in perceiving social norms and rules of behavior common in society, the concept of “Culture of behavior.” Consequently, children did not understand how to behave in various everyday circumstances. Positive results of upbringing and education in the educational organization were obtained. These results have a greater impact on the child’s personal development at the age of 7–8 years. The research results can be used in the development of training and education programs for 7–8-year-old pupils with sensory impairments.