approach it is important to analyze the objects of knowledge, as well as the tasks,
content, and forms of the productive activity. Such analysis helps to define functional
capacity of informational means during the inclusive learning.
Figure 2. Possibilities for information technologies in teaching children with
mental disorders
Once the aim, place, and functions of a new learning tool have been established,
and its benefits have been justified, the next stage is the software itself and its
implementation. It is essential for prospective teachers to understand, that the result of
using information technologies primarily depends on professional competence
(information competence - mastering of information technologies, ability to work out
various types of information), the ability to analyze, choose, and use various
educational computer programs, hence help each child take their own pace and way of
learning in different situations which in turn motivate them to independent productive
activity, and provide step-by-step help [1].
motivating children with mental disorders to various,
complicated for their perception, types of educational activities
modeling complicated and hidden from the direct perception of
the objects of teaching, freely moving from one form to
another
to conduct consistent and parallel simulation of the same
substantive content in visual form and with the use of speech,
to move from one mode of action to another
modeling productive types of group and individual activity of
children (designing, experimenting, forecasting, analysis,
comparison, classification, etc.), crucial for tasks of
developmental and collectible nature
creation of additional visual support for the analysis of the
child's own activities in real time and delayed time
providing opportunities for productive individual training
activities in a group
expansion of the possibility of qualitative individualization of
special and inclusive education
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