TO THE PROBLEM OF STRUCTURAL AND FUNCTIONAL MODEL OF KEY COMPETENCIES OF STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

The article substantiates the results of a theoretical study of key competencies. The structural-functional model is presented, in which key competencies are considered as a system consisting of cognitive, motivational and social components, which in turn involve the relationship with subject competencies, cross-cutting skills and competence characteristics of students. It is substantiated that the developed structural and functional model of key competencies of students with intellectual disabilities has a multidirectional approach to determining the mechanism of action of the formation of key competencies, which is interconnected with the education of these children and teaching in the context of a competency-based approach. The study defines key competencies as the most universal in nature and degree of applicability, performance-based competencies that are manifested in the actions of a student in a particular context, and contain the skills, knowledge, attitudes and values necessary to solve a wide range of problems of personal and social life. The following methods were used in the study: analysis of theoretical sources, generalization and systematization of the results, methods of system analysis and modeling, pedagogical experiment. Prospects for further research are the implementation of a structural and functional model of key competencies in activities that ensure the effectiveness of the educational process of students with intellectual disabilities.