PEDAGOGICAL CONDITIONS FOR FORMING MATHEMATICAL COMPETENCE OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE CONDITIONS OF INCLUSIVE LEARNING

Abstract

The article considers the problem of forming mathematical competence of children with special educational needs in the context of inclusive education. The relevance of the study is due to the introduction of a competency-based approach in the system of general secondary education and the need to ensure equal access to quality education for children with different educational needs. It is emphasized that the mathematical competence of children with special educational needs has not only educational, but also correctional and developmental significance, as it contributes to the development of cognitive processes, speech, voluntary regulation of activity, spatial thinking and social adaptation. Modern psychological and pedagogical research on the problems of organizing inclusive education and developing mathematical ideas in children with different nosologies is analyzed. Contradictions between the requirements of state educational standards, individual capabilities of children with special educational needs and insufficient methodological support for the process of forming their mathematical competence are identified. As a result of the study, key pedagogical conditions were identified that ensure the effectiveness of the formation of mathematical competence in children with SEN: individualization and differentiation of learning; use of adapted visual and didactic materials; organization of systematic psychological and pedagogical support; introduction of modern digital and assistive technologies of inclusive learning; development of cognitive interest and positive learning motivation. It is substantiated that the implementation of these conditions ensures the integration of the educational and correctional and developmental components of the educational process and contributes to the comprehensive development of the child.