Candidate of Pedagogical Sciences, assistant of the Department of Mathematics and Methods of its Teaching Kateryna Polhun presented the report “Organizing inclusive learning of physical and mathematical disciplines by students with disabilities in technical institutions of higher education”. The report contains the results of theoretical and experimental research of the organization process of inclusive learning of physical and mathematical disciplines by students with disabilities in technical institutions of higher education.
The scientific analysis of the issue of inclusive learning of persons with special needs has shown that the research was conducted in the following areas: the theoretical and methodological foundations of inclusive education; coming-into-being of inclusive education in Ukraine; the implementation of inclusive learning under the conditions of a higher education institution; the psychological support for students during classes in an inclusive group; the use of information and communication technologies when teaching physically handicapped individuals.
The basic directions of development of higher education of persons with special needs are analyzed; the conceptual-categorical apparatus of research is formulated. The basic concepts of the research are «inclusive education», «inclusive learning», «inclusive learning environment». Psychological factors of organizing inclusive learning of physical and mathematical disciplines by students with disabilities in technical institutions of higher education are identified.
Dominant methodological approaches (individual-oriented, competence-oriented, and systemic one) have been identified that contribute to the efficient organization of inclusive learning of physical and mathematical disciplines by students of the category under investigation in technical institutions of higher education, specific teaching principles have been determined. Forms, methods, techniques of teaching processes have been examined that ensure the formation of mathematical competence in students with special needs. The expediency and the necessity of using the research method of learning, the heuristic method, the method of problem statement, the method of projects, the method of learning by cooperation, the method of simulation of professional situations, as well as information and communication technologies along with adaptive ones have been proven.
The theoretical substance of the concept of «inclusive learning of physical and mathematical disciplines by students with disabilities» – a component of the system of inclusive learning – has been refined, within which the formation is carried out of the relevant key and subject competences of students with disabilities, based on providing them with the access to the quality education along with other students, adapting the teaching process to the educational needs of students of the above category, with their individual personal features taken into consideration.
A number of teaching conditions for organizing inclusive learning of physical and mathematical disciplines by students with disabilities in technical institutions of higher education have been revealed. It has been found that the mathematical competence of the student of a technical institution of higher education can be represented by a synthesis of the following components: motivating-values component, cognitive component, action-dominated component, and reflective one. In accordance with the structure of the mathematical competence of students, the relevant criteria (valued-orientation criterion, cognitive criterion, procedural criterion, evaluative and regulative one) and their indicators have been identified to determine the formation levels (low, medium, sufficient, high) of each of the components of that competence.
A functional and structural model of inclusive learning of physical and mathematical disciplines by students with disabilities in technical institutions of higher education has been developed, which requires creating a set of certain teaching conditions and contains four interrelated components: the target-oriented component, the content-oriented component, the operation-and-action-oriented component and the control-and-evaluation one.
The effectiveness of the revealed didactic conditions has been tested during the study of students of higher mathematics, and corroborated by the methods of mathematical statistics, including the application of the Kolmogorov-Smirnov criterion at the beginning and at the end of the experimental research.
The teaching and methodological materials developed during the study have been represented in the author's Guide called «Inclusive Learning of Mathematics in Institutions of Higher Education» and in the Methodology Recommendation on the use of electronic instructional and methodological package for higher mathematics under the conditions of inclusive learning.