PSYCHODIDACTIC APPROACH TO THE COMPILATION OF TEXTBOOKS FOR STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

In the light of educational reform in Ukraine on the way to European values of equality and nondiscrimination, general secondary education institutions with an inclusive form of education should receive educational materials that meet the needs, interests, individual characteristics and capabilities of each student, including students with intellectual disabilities. The functions of differentiated and individualized teaching of a modern textbook indicate the need to reconsider the role of the school textbook in an inclusive educational space. Yes, it should not be exclusively a source of information, it should be a factor in the intellectual development of students according to their needs and abilities. Accordingly, the school textbook in content, form and design should be a projection not only of scientific knowledge, but also the basic laws of intellectual development of the individual in the learning process. The article considers the main requirements for the textbook for students with intellectual disabilities. These students are characterized by a slowdown in the speed of receiving and processing information; general decrease in mental activity and, as a consequence, narrowing of a stock of knowledge and representations about the world around and about itself; speech disorders, communication difficulties; insufficiency of verbal mediation of activity, inconsistency of figurative and verbal spheres of psyche, etc. Adherence to the methodological requirements for the school textbook for students with intellectual disabilities involves the compliance of materials with the age characteristics of students in terms of content, emotional impact; clear structural division and graphical selection of conclusions, key provisions, key concepts, etc .; a sufficient number of illustrations that facilitate the perception, understanding and memorization of educational material, conveniently located and associated with the text; inclusion of tasks that stimulate the development of a certain degree of independence in solving problems, the formation of skills to use the stock of available knowledge. All these requirements are met when selecting verbal material (articles, exercises, examples) for explanation, consolidation, repetition of educational material, methodological apparatus (rules, instructions, tasks, questions), illustrations (drawings, photographs, graphs, etc.).