PROJECT ACTIVITY AS A MEANS OF FORMING FINANCIAL LITERACY OF HIGH SCHOOL STUDENTS WITH PROFOUND VISUAL IMPAIRMENT
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.49.07Keywords:
project activities, inclusive educational environment, high school students with profound visual impairment, didactically adapted tools, financial literacy, special educatorAbstract
The article outlines the applied value of implementing project activities among high school students with profound visual impairment, with the aim of effectively forming financial literacy at their personal level.
It is emphasized that in the process of practical implementation of project activities in the inclusive educational environment, the function of a teacher can be presented in a different two-vector projection: as a relay of knowledge (by focusing attention on the presentation of the necessary educational material) and a mentor (thanks to the actualization of independent search at the personal level).
The ways in which a teacher implements project activities to foster financial literacy in high school students with profound visual impairment are illustrated through a tripartite analysis: path, accessibility, didactic tools, and teaching aids (adapted).
A list of recommended didactic-adapted projects is presented to develop the financial literacy of high school students with profound visual impairment.
It is emphasized that the ideological nature of project activities within an inclusive and adapted environment is represented by the multi-level nature of the specific positionality of practical activities.
The definition of the phenomenon of project activities at the subject level is represented as a holistic pedagogical system based on a didactic-adapted framework for the functioning of an inclusive environment, through the interaction of all participants in the educational process and the transformation of educational conditions into those that are closer to reality.
A theoretical projection of the practical significance of project activities for developing financial literacy in high school students with profound visual impairment is presented.
Axiological dimensions of project activities are designed to focus on forming financial literacy in high school students with profound visual impairment.
It is concluded that the tools of the project method enable the development of vital skills and abilities, thanks to the modeling of everyday financial transactions, which closely resemble real-world conditions. It is noted that such a format of educational cooperation enables compensation for the physical limitations of the visual analyzer, given the auditory and tactile orientation of the learning process.
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