Метод проектів при навчанні математики учнів з інтелектуальними відхиленнями в умовах інклюзивного навчання

Abstract

(ua) Автор статті окреслив можливості використання методу проектів при навчанні математики учнів з інтелектуальними відхиленнями в умовах інклюзивного навчання. Процес навчання математики дітей з інтелектуальними вадами є одним із найскладніших у корекційній педагогіці. Для активного залучення таких дітей до навчально-виховного процесу на уроках математики автор пропонує використовувати метод проектів.

(ru) Автор статьи очертил возможности использования метода проектов при обучении математике учащихся с интеллектуальными отклонениями в условиях инклюзивного обучения. Процесс обучения математике детей с интеллектуальными нарушениями является одним из самых сложных в коррекционной педагогике. Для активного привлечения таких детей в учебно-воспитательный процесс на уроках математики автор предлагает использовать метод проектов.

(en) The author of article outlined possibilities of use of a method of projects when training in mathematics of pupils with intellectual deviations in the conditions of inclusive training. Process of training in mathematics of children with intellectual violations is one of the most difficult in correctional pedagogics. For active involvement of such children in teaching and educational process at mathematics lessons, the author suggests to use a method of projects. Now the method of projects in inclusive classes is almost not used. However, this technology has many didactic opportunities and helps to attract children with special educational needs including pupils with a delay of intellectual development, to team work and to show the opportunities. According to the author, children with light and moderate intellectual backwardness at the correct methodical approach can be integrated into educational environment of general education educational institution. As experience shows, the method of projects creates conditions for creative self-realization of pupils, increases motivation to knowledge acquisition, and contributes to the development of their mental abilities. The child with intellectual deviations is able to work in team; it is allowed to use computing devices when calculating. Besides at such form of work other pupils can act as additional teachers. Design activity allows each of participants take part in group work, take the active position corresponding to his opportunities: to knowledge, abilities, abilities, thinking and so forth. Therefore educational projects at lessons of mathematics promote development of independence, activity, creativity, confidence, to acquisition of feeling of own success and progress, promote social adaptation and development of communicative skills for the child with intellectual shortcomings.