PECULIARITIES OF ORGANIZING BLENDED LEARNING IN MATHEMATICS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS
Abstract
In the current conditions of the accelerated development of inclusive education in higher education, there is a need for a continuous search for appropriate and flexible solutions in the choice of technologies, methods and means of learning. It is necessary to study in detail, develop and implement specific technologies that ensure the active and effective inclusion of applicants with special educational needs in the educational process. In this regard, the main problem is the choice by the teacher of didactic methods, means and technologies that allow organizing the learning process with the appropriate degree of effectiveness for all applicants, including applicants with special educational needs. Modern inclusive education involves the elimination of information barriers to the acquisition of knowledge, which is ensured by the active inclusion of distance technologies in the educational process. At the same time, a complete transition to a distance format negatively affects the process of social adaptation of individuals with special educational needs, therefore the most acceptable is a reasonable combination of online and offline forms of learning.
The purpose of the article is to study and substantiate the features of the organization of blended learning in mathematics for students with special educational needs in order to increase the effectiveness of their education and integration into the educational environment.
Materials and methods. To conduct this study, the following methods were used in combination: analysis of psychological, pedagogical and methodological literature, systematization and generalization of different views on innovative approaches to the organization of blended learning for students with special educational needs.
Research results. The authors identified the features of the organization of blended learning in mathematics for students with special educational needs, which provide for the conditions for balancing online and offline learning. The roles of participants in blended learning are characterized from the point of view of the active type of pedagogical interaction. The essence of the educational process in a blended format is considered. The need for a comprehensive selection of active and interactive methods of pedagogical interaction is substantiated for the effective interaction of students with teachers and with each other.
Conclusions. Blended learning in mathematics for students with special educational needs is not simply a combination of online and offline formats, but a holistic strategy that requires deep individualization, flexibility, and the use of adaptive technologies. It allows you to create an inclusive educational environment where every student, regardless of their characteristics, can succeed in mastering mathematics.
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References
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