ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF KEY COMPETENCIES OF YOUNGER SCHOOLCHILDREN WITH SPECIAL EDUCATIONAL NEEDS BY MEANS OF INTERACTIVE TECHNOLOGIES

Abstract

The article defines and describes the organizational and pedagogical conditions for the formation of key competencies of younger schoolchildren with special educational needs by means of interactive technologies in the context of the implementation of the Concept “New Ukrainian School”: the organization of social and communicative interaction of younger schoolchildren in the inclusive environment of the New Ukrainian School; motivation to increase the activity of elementary school students with special educational needs during the performance of interactive tasks; step-by-step formation of socio-linguistic key competencies of junior high school students in an inclusive environment in specially organized classes with the use of interactive forms of work; organization of an interactive environment in the formation of defined key competencies of primary school students. The problem of applying the competence approach to the organization of education of younger schoolchildren with special educational needs as a strategic direction of Ukraine’s development on the way to modernizing education in accordance with public demands and challenges is updated. It is substantiated that the organization of interactive learning involves the modeling of life situations, the use of role-playing games, while younger schoolchildren with special educational needs, expressing their point of view regarding one or another problem, learn to reason with evidence, jointly solve issues based on the analysis of circumstances and the relevant situation. It has been proven that the use of interactive technologies in lessons at the New Ukrainian School diversifies the educational process, making it attractive and interesting, enriches the pedagogical environment with new experiences, includes every student in work and activates his capabilities.