MEDICAL AND PSYCHOLOGICAL ASPECTS OF ONLINE LEARNING FOR CHILDREN WITH PHYSICAL AND MENTAL DISABILITIES
DOI:
https://doi.org/10.32689/2663-0672-2021-1-7Keywords:
online learning, children with special educational needs, curriculum, lesson plans, involvement of parents in the educational processAbstract
Abstract. Formulation of the problem. The loss of direct communication with teachers and peers, while increasing the time spent in front of a computer screen in online learning, has set teachers a difficult task: to ensure the effectiveness of the educational process while minimizing harm and risks to student health. The experience of online education for children with disabilities, as experience has shown, can only be ensured by the joint efforts of teachers and parents, who in this case become active participants in the lessons. Formulation the purpose of the study. The aim is to develop a program of distance learning for primary school students with special educational needs. Analysis of recent research and publications. Against the background of the COVID-19 outbreak, the educational environment was transformed. The speed of the transition to online learning has become a source of useful experience and demonstrated the need for regulatory and methodological support for online education. Identifying the most healthy online learning options is one of the main goals of mental health education for children with special educational needs. Materials and methods of research. The research was conducted on the basis of Nadiya Secondary School in Kyiv. The developed program of online classes was tested and implemented among 12 1st grade students with disabilities. Research results. In this article, we provide a description of the author’s online support program, which consists of four lessons with instructions for parents on how to organize them. Lessons consist of psychological-organizational and correctionaldevelopmental parts. Parents should briefly record in writing and photograph the results of the child’s exercises in each lesson and send them to the teacher so that he can monitor the development of knowledge, skills and abilities of the child and develop for him the next correctional and developmental classes. Conclusions and prospects for further research. Children with intellectual disabilities usually do not perceive the teacher they see on the computer screen, do not perform his tasks – in this case, the teacher works with the child indirectly, with the help of parents, accompanying and controlling the learning and development process. The introduction of the correctional and developmental program developed by us in the process of online classes of 1st grade students of Nadiya Secondary School in Kyiv has proved its effectiveness with the active participation of parents in the educational process.
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