1) to submit in electronic form a system for organizing work with a child with
mental disorders in inclusive class;
2) to draw up the scheme of interaction of specialists of psychological and
pedagogical support team of the child;
3) to describe the peculiarities of the use of information technologies by the
teacher during the lesson;
4) the results of the observation of the learning process are to be concluded
electronically.
During the professional practice in the 3rd year, which lasts six weeks, the
students were offered the following tasks:
1) to implement the technology of pedagogical counseling using information
technologies;
2) to create a report on the results of educational achievements of a pupil with
intellectual disorders in educational subjects during the practice;
3) to select training computer games for pupils with intellectual disabilities taking
into account the recommendations of the individual development program,
4) to establish and use a computer network to transfer information to all members
of the escort team,
5) to develop support diagrams circuits (mental charts) using free environments,
for example XMind, to present new material;
6) to act as a teacher’s assistant during a lesson. A report on the fulfilled work is
to be prepared in the form of a presentation.
The professional practice in the IV year involves the following tasks for students:
1) to conduct questionnaires, analyze the results using the capabilities of
information technologies and present them in graphical form;
2) to develop an electronic system for storing and transmitting information on the
particularities of teaching one child with intellectual disabilities;
3) for teacher’s help to select a chain of educational computer tasks for one
intellectually disabled child;
4) to create a system for testing the knowledge level of the intellectually disabled
child in different subjects using a free educational platform, for example, Kahoot,
Triventy etc.
5) to issue conducted research electronically as required, to present it at a defence
and give it a practice methodologist.
At the final stage of the proposed study we consider it is expedient to create a
block of reflective tasks - the tasks of self-examination, self-assessment and the
importance of self-development in the use of information technologies in solving
certain professional tasks and individual stages of working with an intellectually
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