INDIVIDUALIZATION AND DIFFERENTIATION AT TEACHING OF PUPILS WITH COGNITIVE DEVELOPMENT
Abstract
The article purpose is to stress the importance of individualization and differentiation at teaching of children with cognitive development disorders. The following research methods were applied to achieve this goal: analysis of the problem in the psycho-pedagogical literature, as well as a practical study of individualization and differentiation used at teaching of children with cognitive development disorders. As a result, an attempt is made to distinguish between the concepts of «individualization» and «differentiation» at teaching of children with impaired intelligence. It has been found that these concepts are not synonymous but interdependent and interrelated. Today, there are different approaches to address the problem of differentiation at teaching and, as a result, there are different definitions of the basic concepts of this problem. The main goal of individualization and differentiation used at teaching of children with special educational needs is their development. The objectives of individualization and differentiation are to preserve their individuality, to create a unique personality, which is possible provided the development of functions lying in the «zone of immediate development». For this purpose, corrective work is used that stimulates the compensatory cognitive development of children with cognitive disorders with the aim to correct their developmental defects as much as possible. General psychological patterns of developmental learning is of great importance for defectology, since children with cognitive disorders need pedagogical assistance to fulfil their developmental potentials, and to transform them into such abilities that children can use to master various themes within the educational content. Individualization and differentiation at teaching play the decisive role in this process.
The practical aspect of the issue was studied on the basis of a junior special needs school, where children with cognitive development disorders have been studied. The classroom form of education was used with taking into account the peculiarities of each child and application of appropriate educational techniques. Different levels of support for children were used as well as right approaches to their work analyzing and evaluating. Children were divided into several groups according to their typological features and their potential abilities, thus the individual and differential approach was applied.
Conclusions. The analysed learning peculiarities of children with cognitive development disorders showed their increased positive attitudes to task completion and more successful mastering of the educational material.
Downloads
References
2. Vыhotskyi L.S. Pedahohycheskaia psykholohyia. M.: Pedahohyka–Press,1999. 536 s.
3. Husak P.M. Teoriia i tekhnolohiia dyferentsiiovanoho navchannia maibutnikh uchyteliv pochatkovykh klasiv. Avtoref. … kand. ped. n. K., 1999.
4. Dudley-Evans T., John M.J. Development in English for specific purposes. A multi-disciplinary approach. Cambridge: Cambridge University Press, 1998. 301p.
5. Zankov L.V. Yzbrannыe pedahohycheskye trudы. M., 1990. S. 115.
6. Kyrsanov A.A. Yndyvydualyzatsyia uchebnoi deiatelnosty kak pedahohycheskaia problema. Kazan: Yzd-vo Kazanskoho un-ta, 1982. 224 s.
7. Locatis C.N. Notes on the noiture of technology // Educational technology. 1987. Vol. 27. № 9. P. 13–16.
8. Orlov A.A. Vvedenye v pedahohycheskuiu deiatelnost: praktykum : uchebnoe posobye. / A.A. Orlov, A.S. Ahafonova. 3-e yzd. ster. M.: Akademyia, 2008. 254 s.
9. Robinson P.C. ESP today: A Practitioners Guide. London: Prentice Hall Limited, 1991. 146 p.
10. Selevko H.K. Эntsyklopedyia obrazovatelnыkh tekhnolohyi. V 2-kh t. T. 1. M.: NYY shkolnыkh tekhnolohyi, 2006. 816 s
11. Spitzer D.R. Why educational technology has failed // Educational technology. 1987. Vol. 27. P. 18–21.
12. Fyrsov V.V. O sushchestve urovnevoi dyfferentsyatsyy obuchenyia // Pedahohycheskaia nauka: ystoryia, teoryia, praktyka. Tendentsyy razvytyia. – Vыp. № 1, 2008. Ynternet-dostup: http://nauka-pedagogika.com/pedagogika-13-00-01/dissertaciya-differentsiatsiya-obucheniya-v-vysshey-shkole-ssha-70–90-e-gody-xx-veka#ixzz5xdhMT9k5
13. Shabalyna Z.P. Dyfferentsyrovannыi pokhod v obuchenyy mladshykh shkolnykov // Nachalnaia shkola. 1990. № 6. S. 45–51.
14. Эlkonyn D.B. Yzbrannыe psykholohycheskye trudы: [detskaia y pedahohycheskaia psykholohyia]. M.: Yzd-vo Pedahohyka, 1989. 560 s.
Authors who publish with scientific journal agree to the following terms:
• All scientific papers may be freely copied and distributed on any medium and in any format, provided that the references to the initial data of the scientific work are indicated.
• Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed Creative Commons Attribution License .
• Authors are able to enter into separate, additional contractual arrangements for the non- exclusive distribution of the journal’s published version of the work (institutional repository, your website, monograph), with an acknowledgement of its initial publication in this journal.
