ONLINE WORK OF TEACHERS OF NRC AND SPECIAL SCHOOLS WITH CHILDREN WITH INTELLECTUAL DISABILITIES DURING MARTIAL LAW

Abstract

The article is devoted to the analysis of the work of teachers of NRCs and special schools with children with intellectual disabilities under martial law in the online mode. The purpose of the article is to analyze the peculiarities of the work of teachers of NRCs and special schools with children with intellectual disabilities during martial law online. Research methods: analysis of scientific literature to define the basic concepts of the study; generalization of scientific provisions on the study of the work of teachers with children with intellectual disabilities; synthesis method to consider the peculiarities of the work of teachers of NRC and special schools with children with intellectual disabilities during martial law online. Results. The study has shown that the work of teachers of NRCs and special schools with children with intellectual disabilities during martial law online is a complex and multifaceted process that takes into account numerous factors. It is noted that when conducting classes in the distance mode, teachers actively introduce and use information and communication technologies. The main goal of education, socialization and social and labor adaptation of children with intellectual disabilities is determined, namely: providing favorable conditions for the maximum possible intellectual, spiritual, physical, social development of each child, taking into account his or her personal needs and capabilities; development of adapted vital skills and social adaptation skills, which contributes to preparation for independent (or in specially supported conditions) life. The main directions of teachers' work, which they implement with the help of ICT, are considered. The stages of teachers' work when working with children with SEN are analyzed. The methods and techniques of teaching children with intellectual disabilities are substantiated. Conclusions. In their work, teachers should adhere to an individual approach to each child; create and maintain an inclusive environment; consult with other specialists and actively involve them in the education of children with intellectual disabilities; provide psychological support for children with SEN and their parents; establish a partnership with parents.