Дидактичні передумови практикоорієнтованого навчання іноземної мови старшокласників з дитячим церебральним паралічем

Abstract

The significance of foreign languages teaching of senior lpupils with cerebral palsy inclusively is a topical issue of Ukrainian secondary education. According to statistic data, the ratio of palsied children to ones with typical development both in Europe and in Ukraine is 1.5-2.6 to 1000. But in 2015-2016 only 1127 out 17337 Ukrainian schools ensured inclusive education for learners with disabilities. The inclusion index in the country constituted 7%. The figure increased 15-fold in 2016-2017 as a result of experiments held in several regions of Ukraine. Owing to this a need for researches aimed at designing appropriate strategies of inclusive teaching a foreign language to senior learners with cerebral palsy has arisen. The purpose of inclusive education of senior learners is to prepare them to independent life in society (where it is possible), thus teaching them a foreign language should be practice-oriented. According to this, the aim of the article is to define the concept of “practice-oriented foreign language teaching to senior learners with cerebral palsy” and to single out the didactic prerequisites of its implementation. The term “practice-oriented teaching at school” is interpreted in the article as the combination of school instruction and out-of-school practices that involve learners into the process of solving important tasks and problems which allows them to gain new knowledge and experience while being emotionally and cognitively engaged and to choose a profession as a result. The term is analyzed further in the context of teaching foreign languages to senior school learners with special educational needs and disabilities taking into consideration a number of factors: the purpose and aims of teaching a foreign language, the tasks set for the senior stage of secondary education and the specific needs of pupils with cerebral palsy. Among the didactic prerequisites for implementing practice-oriented teaching a foreign language of senior pupils with special educational needs, such approaches as personal, process-oriented, resource and competence ones are singled out. The corresponding principles include: individualization, differentiation and of learning process design ones. Keywords: a foreign language, cerebral palsy, practice-oriented teaching.