Формування математичних знань дітейіз затримкою психічного розвитку в умовах інклюзивної освіти

Abstract

(ua) У статті розглянуто особливості мисленнєвої діяльності молодших школярів із затримкою психічного розвитку під час вивчення математики; розкрито корекційно-розвивальний потенціал уроку математики в спеціальній школі; обґрунтовано значення практичного методу навчання математики дітей із затримкою психічного розвитку. Особливу увагу приділено методу спостереження в процесі формування математичних знань і розвитку основних мисленнєвих процесів у молодших школярів.

(ru) В статье рассмотрены особенности мыслительной деятельности младших школьников с задержкой психического развития при изучении математики; раскрыто коррекционно-развивающий потенциал урока математики в специальной школе; обосновано значение практического метода обучения математике детей с задержкой психического развития. Особое внимание уделено методу наблюдения в процессе формирования математических знаний и развития основных мыслительных процессов у младших школьников.

(en) Inclusive education as ensuring the right to equal access to quality education for all children is gaining increasing importance and development in our state. In view of this, educational processes are characterized by the active introduction of inclusive and integrative processes. Today it is necessary to update methods, methods and means of training, to introduce new technologies that would ensure the effective education of children with special needs. Mastering even elementary mathematical concepts requires from the child a rather high level of development of thought processes. The organization of the educational process in accordance with the principles of inclusion requires not only the involvement of a student with special educational needs in the educational process of the general education school, but also the formation of the ability of teachers to interact with «special» students. Researchers in the field of special psychotherapy emphasize that for children of elementary school age with this defect characterized by difficulties in perception of educational material, memory flaws, significant lag in the development of mental activity, violation of all properties of attention, lacks of speech development, low cognitive activity, etc. In the process of learning mathematics, the acquisition of students by the system of mathematical knowledge, skills and abilities is of great importance, but also their application during practical activity. Practical work with distributing didactic material, measurement, modeling, applique, drawing, modeling is used in correcting and forming skills of measurement, drawing, design, etc. Such a work has a specific corrective goal – to compensate for violations of the intellectual and emotional-volitional sphere by involving mentally retarded students in direct activities. The lesson of mathematics performs correctional-developmental and educational function, since each practical task develops precision, accuracy, diligence, ability to overcome difficulties, persistence, perseverance, organization. The article deals with the peculiarities of the mental activity of junior schoolchildren with a delay in mental development during the study of mathematics; the correction-developing potential of a mathematics lesson in a special school is revealed. The significance of the practical method of teaching mathematics for children with mental retardation is substantiated. Particular attention is paid to the observation method in the process of formation of mathematical knowledge and the development of basic thinking processes in junior pupils.