THE SYSTEM OF CORRECTIVE AND DEVELOPMENTAL EDUCATION OF MATHEMATICS FOR PRIMARY SCHOOL STUDENTS WITH INTELLECTUAL DEVELOPMENT DISABILITIES

Abstract

The article discloses the problem of corrective and developmental mathematics education for primary school students with impaired intellectual development. It has been established that in the psychological and pedagogical literature there are quite a lot of studies devoted to the problem of failure of elementary school students. It was revealed that inclusive remedial and developmental education classes are one of the effective forms of differentiated education, which allows students with intellectual disabilities to learn the main school curriculum and creates favorable opportunities for their development. The current state of mathematics teaching methods in inclusive classes of remedial and developmental education is analyzed. It has been proven that special educational conditions must be created to learn mathematics. The methodical recommendations for conducting lessons and studying individual sections and topics are analyzed, the peculiarities of using methods and techniques are indicated. It was established that most of the recommendations are aimed only at children with mentalretardation, which are not always effective for all students in remedial and developmental classes.A system of corrective and developmental work in mathematics with students of elementary school of corrective and developmental education has been developed, which takes into account the state of knowledge, peculiarities of learning the material by students and strengthens the corrective and developmental potential of mathematics, which includes: changing the structure of the content of educational material (the presence of preparatory stages aimed at forming prerequisites for the successful learning of mathematics; a change in the sequence of learning due to the joint and simultaneous study of family sections and topics, as well as reciprocal actions); methods of consolidation of didactic units, presentation of information in a visual form, methods of comparison, generalization, induction, analogies; authorʼs complexes of corrective and developmental exercises on mathematical material, which allow solving educational, developmental and corrective tasks, which allows to increase the quality of knowledge and contributes to the improvement of studentsʼ cognitive activity. General recommendations for teaching mathematics in inclusive remedial and developmental classes for students with intellectual disabilities have been formulated. We see prospects for further research in the disclosure of teachersʼ readiness for activities aimed at primary school studentsʼ mastery of educational material in mathematics in inclusive classes of remedial and developmental education.
 Keywords: inclusive classes; remedial and developmental education; mathematics; elementary school students; academic failure; cognitive processes; mental activity; intellectual development disorders.