| Article |
|---|
| Article name |
Implementation of an Individual Approach to Teaching Primary School Students with Developmental Delays in an Inclusive Class: Special Technologies and Teaching Methods |
| Authors |
Zvoleyko, E.V. Candidate of Pedagogy, Associate Professor, ezvoleyko@mail.ru |
| Bibliographic description |
Zvoleyko E. V. Implementation of an Individual Approach to Teaching Primary School Students with Developmental Delays in an Inclusive Class: Special Technologies and Teaching Methods // Scholarly Notes of Transbaikal State University. 2026. Vol. 21, no. 1. P. 93–103. DOI: 10.21209/2658-7114-2026-21-1-93-103 |
| Section |
THEORY AND METHODS OF PRESCHOOL AND SCHOOL EDUCATION |
| UDK |
376.36 |
| DOI |
10.21209/2658-7114-2026-21-1-93-103 |
| Article type |
Original article |
| Annotation |
The organization of an inclusive educational process today is largely imitative and formal in nature, when children with disabilities are admitted to school, but the necessary conditions for their education are not created. Many teachers experience difficulties in choosing special technologies and using teaching methods that allow them to include students with developmental delays in the educational process, which determines the research problem and the relevance of this article. The purpose of this article is to reveal the leading directions in the content of the activities of a teacher of an inclusive class related to the implementation of an individual approach to teaching primary school students with developmental delays. The research methods used are theoretical methods, analysis of federal legislation and scientific works in the field of general, special and inclusive education. The study has showed that the leading areas of activity of the teacher of an inclusive class are the restructuring of the educational environment and the entire learning process in the classroom, and ensuring a correctional and developmental focus on the learning process of a child with developmental delay. The technology of level differentiation can be used as the basis for restructuring the educational environment in an inclusive class, as it best meets the educational needs of students with developmental delays and other groups of students. The educational process for a child with mental retardation should be structured as a correctional and developmental process, based on taking into account the individual typological characteristics of the mental development of children with mental retardation. The author comes to the conclusion that the identified areas of restructuring the educational process in an inclusive class to meet the needs of a child with developmental delay are also useful for other categories of students, since they have educational needs common to all. For students with developmental delays, they provide an individual approach to the learning process and create conditions for realizing their internal development potential. The identified areas for restructuring the educational environment will help teachers adapt the learning process to the needs of all groups of students in an inclusive class. The prospects of the research are related to the development of methodological aspects of organizing the work of a teacher in the context of intra-class level differentiation.
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| Key words |
nclusive educational environment, student with developmental delay, special educational needs, level differentiation technology, correctional and developmental education
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| Article information |
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| References |
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