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The paper is devoted to a research of the formation process of the Russian system of deafblind children education. The factors influencing the establishment and development of institutions for children with vision and hearing disorders are considered. The issues of practical use of I.A. Sokolyansky and A.I. Meshcheryakov system in the activity of institutions for deafblinds are considered. Results of clinical and psychological and pedagogical search of children with serious vision and hearing disorders are estimated. Importance of complex impact on development of residual vision, hearing, intelligence, the neuromuscular system of deafblind children is presented. Key words—deafblindness; tactile sign pedagogy; education; development; physical needs

proceedings of the international conference "topical problems of philology and didactics: interdisciplinary approach in humanities and social sciences" (tphd 2018)

Formation of the Russian Deafblind Education System