Pedagogical technology in teaching children with special educational needs in the context of inclusive education

Abstract

The aim of this article was to test the effectiveness of the horizontal model of implementation of pedagogical technologies for teaching first-graders with autism spectrum disorders in the process of inclusive education. The study was a form of experiment that lasted one year with the involvement of control and experimental classes with the same number of pupils with autism spectrum disorders. The study involved methods such as expert evaluation of differentiated learning programs, keeping a diary of the observation of the children´s learning activities, the tutor psychologist and the primary school teacher. The method of observation by a practical psychologist of the institution using the criteria of emotional, motivational, and social manifestations of behaviour was applied. Besides, the psychological characteristics of pupils in both the control and experimental classes at the beginning and at the end of the study were compiled. Differentiated learning methods such as icons, semantic webs, "storyboards" of the text into plot components were used in the course of the experiment. Based on the results of the study, it was found that the introduction of horizontal pedagogical technology within the educational institution has a positive effect on the motivation and social adaptation of students with special educational needs compared to the results obtained in the control class. Consequently, it can be concluded that the practice of differentiated learning needs further development and adaptation.