FORMATION OF MATHEMATICAL COMPETENCIES IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS UNDER INCLUSIVE EDUCATION CONDITIONS

Abstract

Ukraine’s contemporary educational paradigm, focused on inclusive education, faces the complex challenge of teaching mathematics to children with special educational needs (SEN) due to the discipline’s abstract nature and developmental impairments in children. To address these discrepancies, correctional-developmental work (CDW) in the mathematics cycle is critically important, aiming to compensate for developmental deficiencies, ensure successful socialization, and foster essential life skills in children with SEN. The methodological basis of the study involved an analysis and synthesis of psycho-pedagogical literature, which allowed for the systematization of the foundations for forming mathematical competencies. These competencies are classified into three main groups: cognitive-academic, psycho-emotional and regulatory, and socio-adaptive and life competencies. The importance of an activity-based approach, creating a positive psychological climate, and utilizing information and communication technologies (ICT) was substantiated. The research results underscore the key role of individual and differentiated approaches, particularly when working with children with intellectual developmental disorders. Emphasis is placed on the necessity of adapting tasks and creating a benevolent psychological climate. The critical importance of specialized pedagogical education for educators is proven, as the content and means of correction must correspond to the specific nature of the impairment. Correctional-developmental work aimed at forming mathematical competencies is based on the principles of special pedagogy. The formation of cognitive-academic competencies occurs through the concretization of concepts (visual aids, activity), task differentiation, ICT, and play-based methodologies. Psycho-emotional and regulatory competencies are developed by creating a positive climate, engaging in labor activities, using play technologies, and correctional exercises. Socio-adaptive and life competencies are formed through a practical orientation of tasks, an activity-based approach, fostering trust, developing cooperation skills, and behavioral correction.