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The article presents the results of the longitudinal research on school maturity of pre-primary children with visual impairments, which was conducted from 2003 to 2013. Following the results of this longitudinal research, the problems of education of pre-primary children with visual disorders, which were determined by visual impairments and insufficient attention of educators, were identified. The article makes attempts to reveal the content of school maturity and, on the basis of the acquired research results, to prove the necessity to carry out research on school maturity of pre-primary children attending educational institutions twice a year, preparing individual recommendations after the first research.

Maturity for School among Pre-primary Children with Visual Impairments as Prerequisite for Successful Socialisation