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The article focuses on the meaning of the sociocultural traditions of teaching the deafblind as persons with severe combined sensory disabilities, which allowed the authors to extrapolate these techniques, forms, technologies for teaching deaf children with development delay from the position of pedagogical optimism. The article discusses examples of the organization of psychological and pedagogical support for children with sensory disabilities at various stages of education. The authors of the article consider the technology of deafblind support as the most promising, which allows optimizing the process of teaching children with special needs based on the cooperatively shared activity of an adult and a child as a propaedeutic, preceding substantive and practical training activity that has been successfully tested for many years. The article reveals the trends and prospects of building individual learning paths for schoolchildren with sensory disabilities, analyzes their personal achievements.

Characteristics of the Psychological and Pedagogical Support of Children with Sensory Disabilities