Keyword: «individually differentiated approach»

Primary school age is a period of active development of personality abilities, which are revealed and improved in the process of educational and cognitive activity. Talent as a systemic quality of a person, manifested under the influence of certain factors as successful achievements in certain types of activity, requires special conditions. Individualization of the educational system, which involves taking into account the interests and abilities of students, contributes to the actualization of the individual talents of primary school children, the implementation of the prerequisites for giftedness. Differentiation in mass school contributes to the creation of conditions for the optimal design of an individual educational trajectory for each student. The relevance of the research presented in the article is determined by the need for pedagogical practice in effective ways of organizing the teaching of gifted primary school children on the basis of an individually differentiated approach in a mass school. The purpose of the pedagogical research is the development and experimental testing of a work system on the organization of education for primary school children with academic talent in the aspect of an individually differentiated approach. The theoretical significance lies in the development of ideas about the category of "giftedness"; determination of the structural components of the work system on the organization of education for primary school children with academic talent in the aspect of an individually differentiated approach, their content. The practical significance lies in the possibility of implementing in pedagogical practice a system of work on organizing the education of academically gifted primary school children in the aspect of an individually differentiated approach, as well as provided educational tasks for primary school children with academic giftedness, differentiated in accordance with the level of independence and knowledge of educational material. In addition, the results of the study are of practical interest: a selected list of the most effective forms and methods of teaching primary school children in the context of the individually differentiated approach implementation can be used in the work of a primary school teacher when organizing work with academically gifted schoolchildren. There are also recommendations for conducting training sessions using a combination of forms of education organization. The results obtained in the course of the research may be used for working out teaching aids and didactic materials for primary schools.

The article discusses the options for compensating the defect in children with disabilities and ways to develop compensatory mechanisms in the context of correctional and educational activities, the features of correctional and pedagogical work with children with developmental disabilities, the basic principles of correctional education of children with disabilities, the peculiarity of using an individually differentiated approach to children with developmental disabilities in the process of their education and upbringing.