Keyword: «individualization of learning»

The article discusses the problem of dysgraphy in middle school-age children with mental retardation in inclusive education. It is noted that dysgraphy is one of the main factors hindering the full-fledged education of such children, as it exacerbates difficulties in mastering written speech and written assignments. The paper analyzes the features of the development of dysgraphy in this group of students, as well as provides key approaches to the correction and adaptation of the educational process, including the use of individualized training programs, modern technologies and speech therapy. The need to train teachers and involve parents in the child support process is emphasized. The article substantiates the relevance of an integrated approach to solving the problem within the framework of an inclusive educational environment.

The article is devoted to the formation of subject-practical actions in children with severe multiple developmental disabilities. It examines key aspects that influence the development of practical skills in children, including individualization of learning, the use of visual materials and play activities. Special attention is paid to methods that contribute to the successful development of subject actions, such as the method of teaching basic skills, the gradual complication of tasks, joint activities with a teacher and regular practice. The author emphasizes the importance of an integrated approach and the role of a defectologist in creating a supportive educational environment for a children's institution. The results of the study may be useful to educators, psychologists, and parents seeking to develop the independence and confidence of children with severe multiple developmental disabilities.