certain unified electronic inclusive educational resources to help a teacher to ensure the 
efficiency of professional activity. 

 

Figure 4. Requirements for the use of information technologies in working with 

intellectually disabled children in inclusive education 

 
This research does not exhaust the problem of preparing prospective teachers and 

creating their digital competencies. Scientific research can be continued in the 
following directions: creation and testing of the model of forming teachers’ readiness 
for the use of information technologies in the context of inclusive education, 
peculiarities of using information technologies in the work with intellectually disabled 
children. 

 

BIBLIOGRAPHICAL REFERENCES 

1.

 

Akmaldinova, O. M. (2008) Informatsiini tekhnolohii yak navchalnyi zasib: 

problemy osvity [Information Technologies as a learning tool: Educational problems]. 
Kyiv: Instytut innovatsiinykh tekhnolohii i zmistu osvity MON Ukrainy, 52, 16-12 [In 
Ukrainian]. 

2.

 

Zaitseva S. A. Ivanov V. V. «Informatsiini tekhnolohii v osviti» [Information 

technology 

in 

education]. 

(n.d.). 

sgpu2004.narod.ru. 

Retrieved 

from: 

http://sgpu2004.narod.ru/infotek/infotek2.htm

 [In Ukrainian]. 

Awarenessofteachersatthelevelofprofessionalthinkingof
thedangerofthoughtlessintroductionintotheteachingof
computerprograms,formedwithouttakingintoaccountthe
peculiaritiesofdevelopmentofintellectuallydisabled
children

Useofspecialdevelopmentandcorrectioncomputer
trainingprogramstakingintoaccountthegenerallawsand
specificfeaturesofmentaldevelopmentofthespecified
categoryofchildrenandsanitary-hygienicrequirementsfor
workingwiththem

Developmentofspecialeducationalanddiagnosticsoftware
products,thebasisforwhicharepedagogicaltechnologies,
whichareaimedatsolvingcorrectionalproblems

Formingdigitalcompetencesinprospectiveteacherswith
supportforspeciallydevelopedtrainingcoursesontheuse
ofinformationtechnologyopportunitiesintheinclusive
educationofchildrenwithintellectualdisabilities

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