ANALYSIS OF SPECIALIZED METHODS AND TEACHING AIDS FOR LEARNERS WITH DISABILITIES AND SPECIAL EDUCATIONAL NEEDS, TAKING INTO ACCOUNT DIFFERENT NOSOLOGIES
DOI:
https://doi.org/10.35774/gsip2026.01.175Keywords:
students with disabilities, special educational needs, nosologies, specialized teaching methods, inclusive educationAbstract
The article examines current issues of inclusive education in the modern educational environment, particularly for students with disabilities, special educational needs, and limited health capabilities. Key challenges to integrating such students into the educational process are identified, including existing stereotypes regarding disability, insufficient teacher training, material and technical barriers, and difficulties in social adaptation. The study analyses the most common contemporary strategies for teaching students with disabilities or limited health capabilities, including visual support, consideration of individual information perception types, individualized learning programs, the use of digital technologies, and group work and collaboration.
The article also addresses the specifics of organizing the educational process for two nosological groups: students with hearing impairments and students with visual impairments. The most common specialized teaching methods and tools for students with hearing impairments are described, including visual support (sign language or facial expressions, reading with visual aids, use of optical devices such as magnifiers or telecommunication tools); additional communication aids (individual transcripts – oral or signed, sensory systems, or computer programs that facilitate communication); modern digital technologies; regular comprehension checks and feedback; and work with individual tutors or specialists. The most common specialized teaching methods and tools for students with visual impairments are also outlined: Braille and Braille reading; magnification devices for learning, such as magnifying glasses, video magnifiers, and specialized software and computer tools for reading texts; alternative formats of materials; use of visual-graphic supports; and individualized support and feedback. The study emphasizes the significance of adapted methods and teaching tools for creating an inclusive educational environment.
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