ADAPTATION AND MODIFICATION OF THE EDUCATION OF STUDENTS WITH INTELLECTUAL DISABILITIES IN THE CONDITIONS OF THE INCLUSIVE CLASS

Abstract

The article highlights the issue of adaptation and modification of the educational process of students with intellectual disabilities in the conditions of an inclusive class. The concept of «adaptation» and «modification» is revealed, the specifics of the mental development of children with intellectual disabilities are emphasized. The necessity of using additional means and equipment, effective methods and forms of formation of theoretical knowledge and practical skills in the adaptation of the education of students of the specified category in the inclusive class is emphasized. Examples of effective adaptation of the educational process of students with intellectual disabilities in conditions of inclusion are given (application of relevant components of lessons for this category of children, change of types of educational activities, use of physical education breaks, division of voluminous material into smaller components, reference to the life experience of schoolchildren, use of visual aids, orientation to practical activities, etc.). The important role of a teacher's assistant in the personal development of a child with intellectual disabilities, creating conditions for the socialization of such persons is emphasized.

The author's vision of modifying the education of students with intellectual disabilities in the conditions of educational inclusion is revealed. Examples of modification of the educational process for children of the specified category are given (change of model curricula, reduction of the content of theoretical material that the child needs to learn, taking into account the individual capabilities of each student, using an individual approach, increasing the time for completing tasks, using additional tools and materials, systematic repetition of what has been learned material, etc.).

An analysis of model curricula (on the example of the «History of Ukraine» course for the 7th grade) for institutions of general secondary education and special institutions of general secondary education for children with intellectual disabilities was carried out. Common features and differences are identified. On the example of the specified criteria («knowledge of chronological dates», «mastery of historical concepts», «working with a historical map» and «fulfillment of individual written tasks»), a comparison of the specified model curricula was made and ways of modifying the education of students with intellectual disabilities in an inclusive class were proposed.