TECHNOLOGY OF WORKING WITH TEXTBOOK TEXT IN TEACHING STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

The article considers technological approaches to the processing of the educational text of the textbook in the process of teaching schoolchildren with intellectual disabilities. Special attention is paid to the adaptation of the content, methods and forms of presentation of educational information in accordance with the cognitive capabilities of children. It is emphasized that effective processing of the text requires a phased assimilation of the material, its structuring, visual support, simplification of language structures and activation of students' cognitive activity. The article outlines the main stages of the technological approach: orientation-preparatory, analytical-activity, operational-practical and reflexive-generalizing, as well as key techniques of pedagogical activity, in particular commented reading, dictionary work, compiling tables, retelling of the educational text, using illustrations, diagrams and maps.

It is shown that the combination of orientation, analytical, practical and generalizing activities contributes to the formation of subject competence, the development of speech activity, independence, skills of analysis and comprehension of what has been read. Examples of organizing work with a textbook are given, including thematic orientation, work on keywords and highlighting the main ones, which ensures the gradual assimilation of the material and increases the readiness of students to perceive new information.

The role of technological organization of educational activities in special and inclusive education is highlighted, where the complex application of pedagogical techniques contributes to the development of independence, cognitive activity and educational confidence of children with intellectual disabilities. The results of the study confirm that technological approaches to working with the educational text of the textbook increase the effectiveness of assimilation of educational material and contribute to the social adaptation of students, forming basic competencies for further learning and personal development.