RESEARCH IMPLEMENTATION OF CORRECTIONAL COMPONENT FOR INDIVIDUAL LEARNING OF CHILDREN WITH COGNITIVE IMPAIRMENT

Abstract

The study of the peculiarities of individual education of children with cognitive impairment is an important area of research, because in the domestic special pedagogy this problem is still understudied. This area of research is the basis for creating the latest algorithm for correctional and pedagogical support of children with cognitive impairment in terms of individual learning. Determining the features of the correctional component for the organization of the modern system of individual learning was carried out by studying the results of students’ learning activities and the work of teachers in the context of individual learning. The main method was control assessments of educational activities, which were developed according to the capabilities of each respondent and taking into account the curriculum in the main subjects at three directions - reproductive, cognitive-exploratory, creative (for children with intellectual disabilities creative direction was not used). Based on the obtained results of control assessments, four levels were distinguished: low, medium, sufficient and high. Each of the levels reflects a qualitative assessment of mastering the material of the curriculum. The results of control assessments with students with cognitive impairment in individual learning showed that a relatively small number of children with cognitive impairment (6 %) fully mastered the program material, while 94 % of children did not master the program or mastered it at a low level. The main reasons for this are: non-compliance with the principles of correctional didactics during the educational process; failure to take into account the correction component in teachers in the calendar-thematic planning and conducting lessons; failure of most teachers of individual education to take into account the special education; unformed elements of educational activities in children; incorrect distribution of hours for studying educational material. The quality of teachers’ work in the conditions of individual learning was studied by the following methods: questionnaires, study of documentation, observation. Based on the obtained results of the control assessments, three levels were identified, which reflected the implementation of correctional goals by teachers: high (5 %), medium (23 %) and low (72 %). Analysis of the results of the study of the implementation of correctional goals in the system of individual learning indicates the need to develop an algorithm for this process and improve its efficiency.