COMPETENCE-BASED APPROACH TO TEACHING CHILDREN WITH INTELLECTUAL DISABILITIES IN THE CONTEXT OF THE NEW UKRAINIAN SCHOOL

Abstract

The article is devoted to the competence-based approach to teaching children with intellectual disabilities in the context of the new Ukrainian school. It is noted that the introduction of a competency-based approach is a key area of reforming the system of general secondary education in Ukraine, and its application is defined as the main goal for transformations in the state educational system. The importance of introducing a competency-based approach as a fundamental component of the New Ukrainian School reform is substantiated, which involves creating optimal conditions for students to acquire and develop the necessary competencies that contribute to their successful socialization and effective adaptation in society. The main stages of the formation and implementation of a competency-based approach in the educational process are considered, the main purpose of which is not the knowledge, skills and abilities of students with intellectual disabilities, but the ability to apply them in different life situations, that is, the formation of key competencies by students that will be applied in a wide range of activities. The concepts of «competence» and «competence» were analyzed and compared on the basis of various definitions in psychological and pedagogical sources, which revealed the lack of a consistent vision of these concepts among researchers. The study used theoretical research methods: analysis of philosophical, methodological, pedagogical and psychological literature. The author considers the definition of the content of the system of concepts included in the key competencies, in particular, mathematical competence, to be a promising area for further research.