ANALYSIS OF MODEL PROGRAMMES FOR SCHOOLCHILDREN WITH INTELLECTUAL DISABILITIES IN TERMS OF ENVIRONMENTAL COMPETENCE DEVELOPMENT

Abstract

The article presents the results of the analysis of model curricula developed for special general secondary education institutions that provide education for children with intellectual disabilities. The analysis covered 29 model curricula covering nine educational areas: «Language and Literature», «Mathematics», «Natural Sciences», «Social and Health», «Civic and Historical», «Technological», «Art», «Informatics» and «Physical Culture». Particular attention is paid to the study of aspects that contribute to the formation of environmental competence in students, which is one of the key competences defined by the State Standard of Basic Secondary Education.

The purpose of the study was to assess the level of integration of environmental education elements into the content of curricula, as well as to identify their compliance with the current requirements for the formation of students’ conscious attitude to the environment. The analysis has shown that environmental competence is represented in curricula to varying degrees, depending on the specifics of the educational field. In particular, the greatest potential for the development of environmental awareness is observed in the programmes of natural sciences and technology.

The article focuses on the fact that the formation of environmental competence of children with intellectual disabilities requires taking into account their individual characteristics and involving students in environmental education in other areas of education.