METHODS OF TEACHING CHILDREN WITH INTELLECTUAL DISABILITIES IN HISTORY LESSONS (5-6TH GRADE)

Authors

DOI:

https://doi.org/10.31110/2616-650X-vol12i6-001

Keywords:

teaching methods, inclusive education, psychological and pedagogical competencies, correctional and developmental competencies, children with intellectual disabilities, educational methodology, historical education

Abstract

The article deals with the methodology of teaching children with intellectual disabilities in history lessons (5-6th grade).

The general features of working with children with intellectual disabilities (through the prism of psychological, pedagogical, corrective, and developmental measures for working with this cluster of applicants for complete secondary education) are determined.

The author examines the regulatory and legal mechanisms of state support for methodological teaching of children with intellectual disabilities in Ukraine: in particular, the Law of Ukraine "On Education" No. 2145-VIII, the Law of Ukraine "On Complete General Secondary Education" No. 463-IX and the Order of the Ministry of Education and Science No. 944 of 22.07.2020 on approval of the Model Educational Program of Special Secondary Education Institutions of the III level for Children with Special Educational Needs.

The article investigates the sectoral (criterion) features of using unique methods of teaching history to children with intellectual disabilities in auxiliary schools. It examines the processing of historical facts, visual perception of historical material (data), and processing of textual and printed historical bibliography. The prospects for introducing a unique methodology for teaching history from the point of view of a teacher and a student in Ukraine are determined.

The methodology of oral presentation of historical material by the teacher is highlighted: the technology of "living word"; pictorial, analytical, and standard ("dry") description; explanation; clarification; introductory conversation and material and teaching conversation, etc. Attention is focused on the teacher's personality in teaching history in grades 5-6 for children with intellectual disabilities, particularly their psychological,  pedagogical, correctional, and developmental competencies.

References

Doyle M. B., Giangreco M. Guiding Principles for Including High School Students with Intellectual Disabilities in General Education Classes. Dwight Schar College of Education, Ashland University: American Secondary Education. 2013. Vol. 42, № 1.P. 57-72.

Ryan J. et al. Inclusive Social Studies Content Instruction for Students with Significant Intellectual Disability Using Structured Inquiry-Based Instruction. Division on Autism and Developmental Disabilities: Education and Training in Autism and Developmental Disabilities. 2019. Vol. 54, №4. P. 420-436.

Про освіту: Закон України від 05 вересня 2017 р. № 2145-III. (ред. від 04.01.2024 р.). URL : https://zakon.rada.gov.ua/laws/show/2145-19#Text

Про повну загальну середню освіту: Закон України від 16 січня 2020 р. № 463-IX. (ред. від 01.01.2024 р.). URL: https://zakon.rada.gov.ua/laws/show/463-20#Text

Тарасова В. Навчання та виховання дітей із порушенням інтелекту: навч.-метод. посіб. Харків: КЗ «Харківська гуманітарно-педагогічна академія» : Департамент науки і освіти ХДА. 2017. 125 с.

Косенко Ю. Дитина з порушеннями інтелектуального розвитку як суб’єкт навчання історії. Baltija Publishing, 2018. P. 117-131. URL: https://doi.org/10.30525/978-9934-26-325-5-8

Методи навчання історії для учнів з порушенням інтелекту. Ужгородський національний університет (УжНУ): веб-сайт. URL: https://uzhnu.edu.ua/uk/infocentre/get/24848

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Published

2024-06-27

How to Cite

Vasylak О. (2024). METHODS OF TEACHING CHILDREN WITH INTELLECTUAL DISABILITIES IN HISTORY LESSONS (5-6TH GRADE). Education. Innovation. Practice, 12(6), 6–10. https://doi.org/10.31110/2616-650X-vol12i6-001

Issue

Vol. 12 No. 6 (2024)

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Copyright (c) 2024 Ольга Василак

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