Open AccessМЕРЕЖЕВА ФОРМА ЗДОБУТТЯ ОСВІТИ ЯК МОДЕЛЬ РЕАЛІЗАЦІЇ ІНДИВІДУАЛЬНОЇ ОСВІТНЬОЇ ТРАЄКТОРІЇ ДИТИНИ З ПОРУШЕННЯМИ ІНТЕЛЕКТУАЛЬНОГО РОЗВИТКУ
Author(s) -
Юлія Анатоліївна Бондаренко,
Сумський державний педагогічний університет імені А. С. Макаренка,
Olena Vorotyntseva
Publication year - 2020
Publication title -
pedagogìčnì nauki: teorìâ, ìstorìâ, ìnnovacìjnì tehnologìï
Language(s) - English
Resource type - Journals
eISSN - 2414-9799
pISSN - 2312-5993
DOI - 10.24139/2312-5993/2020.07/286-297
Subject(s) - process (computing) , order (exchange) , point (geometry) , resource (disambiguation) , psychology , inclusion (mineral) , special education , pedagogy , mathematics education , medical education , computer science , social psychology , medicine , business , computer network , geometry , mathematics , finance , operating system
The paper presents an analysis of the mechanism of introduction of the network form of education as tool for the interaction of subjects of educational activity in the implementation of the individual educational trajectory of children with intellectual disabilities. Emphasis is placed on this group of children as one of the most vulnerable groups of students who need balanced approach to the design and implementation of the educational trajectory. It is online education that is designed to take this aspect into account, to give everyone the opportunity to get an education according to their uniqueness.The authors provide proposals for the involvement in the online form of education for children with intellectual disabilities of special education institutions, as they concentrate valuable material and technical human resources – qualified teachers and special educators with experience. In addition, this paper describes the order of interaction of participants in the educational process in organizing a network form of education. In particular, specialists of inclusive resource centers, who, as direct participants in the implementation of individual educational trajectory of a child with intellectual disabilities, should tell parents, teachers, and partners about online education opportunities. The child will effectively pass the way to the end point of his own outlined individual educational trajectory. This paper also provides recommendations for the participants of the network cooperation in the same order as when working in a team of psychological and pedagogical support in organizing “classical” inclusive education. Online education provides an opportunity to involve the educational process of therapists, psychologists, coaches, artists who have techniques to increase creativity and formation in children with intellectual disabilities of life and key competences. In the end, this will expand their access to various resources and opportunities.