Organization of the Educational Process in the Primary School for Students with Disabilities

The article is devoted to the study of the theoretical and methodological foundations of the organization of the educational process in primary school for students with disabilities. The author substantiates the relevance and practical significance of the research topic. The relationship between the educational environment and the educational process is proved, criteria for evaluating the effectiveness of the latter are indicated. The definition of the concept of “educational process” is clarified, in particular, from the point of view of special (inclusive) education, the principles of the organization of the educational process for children with disabilities are considered. The list of elements of this process is specified, the emphasis is placed on the need to expand it with another component — the scientific approach. The thesis about the value of the competency-based approach is argued. It is assumed that its inclusion in the model of the organization of the educational process already in primary school for students with disabilities will completely eliminate predictors and triggers of microsocial exclusivity.

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