READINESS TO STUDY OF CHILDREN OF PRIMARY SCHOOL AGE WITH DOWN'S SYNDROME
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.48.19Keywords:
with Down syndrome, readiness for learning, inclusive education, special educational needs, intellectual readiness, socio-psychological adaptation, developmental assessment, individual educational trajectory, developmental educational environmentAbstract
The article reveals the essence of the concept of readiness for education of children with Down's syndrome, defines the main components of this readiness: intellectual, physical, socio-psychological and personal. The specifics of cognitive, speech, and motor development of children with trisomy-21 are outlined, which significantly affects their educational trajectory. The role of an adaptive learning environment and individual educational programs is analyzed. The author emphasized the need for a comprehensive approach to the assessment of educational readiness, which involves the involvement of an interdisciplinary team of specialists and the active participation of parents. Prospects for further research in the direction of creating diagnostic tools, methodical support and support for families of children with special educational needs have been identified.
The article highlights the concepts of individualized education of children with Down syndrome in the conditions of inclusive education. The psychomotor development of children with this genetic pathology and the related foundations of education in junior high school are considered in detail. An analysis of modern special literature was carried out regarding the features of the application of forms and methods of individualization in the process of development of children with Down syndrome in educational institutions. The main methodological provisions of the education of these children in the conditions of integration into general educational institutions have been determined.
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