CORRECTION OF COGNITIVE ACTIVITY OF YOUNGER SCHOOLCHILDREN WITH MENTAL DISORDERS IN MATHEMATICS LESSONS IN THE SYSTEM OF INCLUSIVE EDUCATION

Abstract

The consolidation of the inclusive education at the state level and the active implementation of its foundations in the educational process require significant changes in approaches to the content and organization of learning, in the use of didactic methods and techniques. The main task of inclusive education is to provide equal opportunities for education to all individuals, regardless of their physical and psychological characteristics. But the learning process itself must be constructed taking into account the characteristics of each of its participants. Domestic and foreign specialists include violations of the intellectual, psycho-emotional and psychic sphere, as well as children with learning difficulties and autism spectrum disorders into the list of mental disorders. Teaching children with peculiarities of psychophysical development is a specialty of special pedagogy, but in the context of the development of inclusive education, it becomes important for general pedagogy. The article deals with the peculiarities of teaching children with mental disorders, as well as the importance of teaching mathematics of junior pupils for the development of their cognitive activity and further socialization. The effective methods and techniques for teaching children with autism spectrum disorders in mathematics (activation of cognitive activity, use of didactic games) were formulated. The effectiveness of the program for correction of cognitive activity of children with difficulty in learning in mathematics lessons in junior classes was developed and experimentally proved. The perspectives of the proposed program in secondary schools during the organization of inclusive education were outlined.