Methodical approaches to the application of electronic educational resources in inclusive teaching of primary school pupils

Abstract

The article deals with the peculiarities of the usage of electronic educational resources in the inclusive education of primary school pupils in order to form in them the abilities to work with electronic educational resources, which promotes the development of intellectual and creative potential, the ability to properly use informational resources in various spheres of human activity, while ensuring the preparation of pupils for life in conditions of the al society as a whole.
For the purpose of the research goal, we justify the concept of "electronic educational resources". The focus is on the application of computer-based methodical systems at different stages of teaching children with special educational needs in an inclusive primary school environment.
It is justified that electronic learning tools has a number of advantages over traditional ones. Electronic learning tools enable you to combine the capabilities of computer technologies with traditional media, help to make the learning process entertaining, dynamic, unconventional, engaging, and engage pupils in the process of active collaboration. At the same time, the learning process becomes differentiated, individual and mobile, which provides a transition from an explanatory-illustrated way of learning to an active one.
It is proved that the usage of electronic educational resources in inclusive learning is important to apply in different modes of work, taking into account the peculiarities of pupils’ development during: questioning, conversation, discussing the process of task fulfillment; explaining new material, visual demonstration, completing tasks, summarizing the lesson; independent educational activity (individual, paired, group work); control of training results, testing, adjustment of individual trajectory; project work, when solving problematic tasks, carrying out practical or laboratory work, also working with pupils with special educational needs in the context of comprehensive assistance and cooperation with the family.