TAKING INTO ACCOUNT THE AGE CHARACTERISTICS OF ELEMENTARY SCHOOL STUDENTS WITH SPECIAL NEEDS IN THE CONDITIONS OF INDIVIDUALIZATION OF EDUCATION

Abstract

In the article is analyzed the modern concept of elementary school and it is determined that its purpose is to create for each child, despite all sorts of deviations, favorable conditions for the comprehensive development of his abilities and talent, the purposeful development of his personality. The reform of the system of inclusive education, the transition from the traditional approach in the educational process to the competent, from the mode of functioning to the mode of development and self-development, testify to the real need to address the problem of individualization of education. Outlines the age-old peculiarities of primary school pupils and internal psychic peculiarities of a child of junior school age with special needs for the organization of their individual learning. Among them there is an intellectual aspect, semantic perception and structural perception. The results of social sections, surveys of psychological, medical and pedagogical consultations and scientific works of foreign and native scientists of this problem are analyzed. In the form of a table the basic age features of pupils of primary school age are systematized and presented. It is determined that the important functions of the teacher during the individualization of training are the stimulation of cognitive activity, constant control over the implementation of tasks, timely assistance in overcoming the difficulties of learning. The anatomicalphychic and psychological age features of pupils of primary school age are described. The basic groups of children with special needs and their psychological and physical qualities are determined. The psychological features of pupils with visual, hearing, speech disorder, musculoskeletal disorders and mental retardation are analyzed. The peculiarities of intellectual activity of pupils of elementary school with developmental defects are described. The personalization of the teaching of primary school pupils in the context of inclusive education is characterized. It is determined that the individualization of studying in primary school should be aimed at studying, disclosing the individual inner world of each pupil, and also creating conditions for its possible manifestation.