Теоретические аспекты персонализации образования детей с ограниченными возможностями здоровья

Abstract

The paper aims to determine the possibility of education personalization for preschool children with disabilities and the mechanism of this process. The paper discusses various interpretations of the notion of personalization. In the context of pedagogical science, the essence of education personalization as one of the leading trends is discussed. The authors summarize and clarify the characteristics and conditions of education personalization for preschool children, prove the feasibility and determine the main methodological approaches to its implementation in the process of rendering psychological and pedagogical support to children with disabilities. The scientific novelty of the research lies in developing the mechanism, formulating the conditions of education personalization for preschool children with disabilities, identifying the main approaches that form its methodological basis. As a result of the research, the conditions of organization and approaches to the implementation of education personalization and the rendering of psychological and pedagogical support for children with disabilities have been highlighted. It has been found that the process of education personalization contributes to the formation of children’s global competencies (including compensatory, socially adaptive behaviors), successful socialization, providing opportunities for a particular person to function as effectively as possible in a variety of social, communicative, everyday situations.