The current study presents the main directions, theoretical and practical ways of development of spatial orientation of the preschool children with visual impairments, and its necessity within the family life condition. The aim of the research is to elaborate means, methods and conditions of their application for spatial orientation development of the preschool children with visual impairments for their parents and families. As a result, parents of preschool children with visual impairments were provided with appropriate knowledge and skills.

Nowadays one of the main issues of pedagogy is teaching to primary school children who are blind and those with residual vision. Among those schoolchildren writing disorders are quite common and have a negative effect on their learning progress. The quality and acquisition  of school curriculum slows down, and   in general negatively affects the learning process of these children. The relevance of the study depends on the fact that sufficient methods, approaches related to teaching Braille literacy have not yet been thoroughly studied and developed.There are insufficient typhlotechnical, typhographic techniques to help promote literacy through the Braille system. The study of the above-mentioned and other similar issues will help to fully implement the Braille system thus  improving the writing abilities of children with visual impairments.

In the article the main directions, theoretical-practical ways of development of spatial orientation of preschool children with visual development, and its necessity in family education conditions are presented. The aim of the research is to elaborate means, methods and conditions of their application for development of the ability of the spatial orientation of preschool children with visual impairments in family settings. To provide parents with visual knowledge is the result of implemented works.