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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