ALGORITHM OF WORK FOR STUDENTS WITH A BREACH OF INTELLECTUAL DEVELOPMENT WITH HISTORICAL WRITTEN SOURCES

Abstract

The article proposes algorithms for the work of schoolchildren with intellectual disabilities in history lessons with written notes, analyzes adapted excerpts of historical written sources, which are placed in the «History of Ukraine» textbooks for students with a breach of intellectual development; the differentiation of written records was carried out, the corresponding tables were filled. The relationship between the age of children, the level of their intellectual development and the number and type of historical written sources is established. It is noted that in the 7th grade, children get acquainted with 26 written historical sources, in the 8th grade, students study 36 written testimonies, in the 9th grade, students study 44 documents. Compared to the 7th grade, in the 8th grade the quantitative indicator of written records increases by 15%, and in the 9th grade by 22%. A change in the ratio between types of historical written sources was noted, in particular it was emphasized that in the 7th grade, children with intellectual disabilities get to know, mainly, narrative historical monuments (62% of all sources are chronicles, 23% – memoirs, and only 12% – documentary studies), and in the following grades the indicators of descriptive written records decrease, and the percentage of documentary studies increases (in the 8th grade – up to 22%, and in the 9th grade – up to 48%).

The criteria for the selection of historical written sources for children with intellectual disabilities have been defined (the level of the student's cognitive development, the structure of the defect, the number of students in the class, their combination, the formation of reading skills, the pace of work in the lesson, etc.); effective methods of working with historical sources are described (independent reading, division of the text into parts and their processing, children's search for an answer in the text of a historical document, drawing up a plan, highlighting the main idea, comparing the views of different authors); an algorithm for processing a written historical monument is proposed (reading the text (with visualization (visualization) of key concepts, determining the type of written source, establishing the authorship of the text, finding out the time of creation of the document, summarizing); the stages of working with a written historical source are highlighted (receiving the text , familiarization with the document, analysis, task performance).