TO THE ISSUE OF DIFFERENTIAL DIAGNOSIS OF INTELLECTUAL DEVELOPMENT OF OLDER PRESCHOOLERS WITH VISUAL IMPAIRMENTS
The article presents a theoretical analysis of the current state of the problem of differential diagnosis of intellectual development of preschool children. The concept of differential diagnostics, principles and stages of its design and implementation are analyzed. The importance of timely and high-quality differential diagnostics of the sphere of intelligence in preschool children with visual impairments for determining their further educational route is noted. It is proved that the issues of differential diagnosis, taking into account the special educational needs of blind and visually impaired children, are not sufficiently developed in typhlopedagogics.