ON THE CONTENT OF THE INFORMATICS COURSE FOR ADAPTIVE SCHOOLS (WITH INTELLECTUAL DISABILITIES)

The article analyzes the need to develop the content and methodology of teaching the subject «Informatics» to students with mental retardation.
The aim of the work is to analyze the materials of theoretical research and pedagogical practices on the organization of the learning process, the content of the educational program, teaching methods, etc. in adaptive schools (with intellectual disabilities) at present, the basics of computer science, for compliance with the educational standard for students with mental retardation.
The methods used include analysis of materials and documents reflecting the process of theoretical research and practical solutions to the formation of knowledge, skills and abilities in the field of computer science and information technology for students with intellectual disabilities.
The result is the analysis of research results and pedagogical practices on formation of basic knowledge, abilities and skills in the field of informatics and information technologies for students with intellectual disabilities, in the conditions of implementation of the Federal state standard of education for students with intellectual disabilities (further - FSES IED).
The author of the article came to the following conclusions that organization of the process of teaching of mentally retarded schoolchildren the subject «Informatics» for the first time included in the educational program of adaptive schools (with intellectual disabilities), and also inclusive classes of mass school teaching the above category of children (with age category 7 classes), faces lack of educational-methodical, personnel and logistical support. Therefore, development of the content of the adapted educational programme, methodological recommendations, training of specialists, formation of material and technical base, etc. for the subject «Informatics» taking into account the analysis of existing research and pedagogical practices, is quite an important area in the work of adaptive schools (with intellectual disabilities).

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