Methodological recommendations for the use of digital technologies in mathematics lessons in special schools

Abstract

The article focuses on the corrective and adaptive potential of digital tools, in particular their application to cognitive and sensory disorders in schoolchildren, the visualization of educational material, and the individualization of the educational process. The purpose of the article is to justify and develop methodological recommendations for the use of digital technologies in mathematics lessons in special schools, with an emphasis on their corrective and adaptive potential for students with special educational needs. Methods. A set of interrelated research methods was used: analysis and generalization of scientific, pedagogical, psychological, and specialized literature on the problems of digitization of inclusive and special education; systematic and structural-functional analysis of digital tools from the perspective of their corrective and adaptive capabilities. Results. It has been proven that the effectiveness of using digital tools in teaching mathematics in special educational institutions depends on adapting the content to students' specific educational needs and on focusing on corrective goals. Testing adapted digital tools has demonstrated their ability to compensate for impaired functions, reduce cognitive load, ensure the accessibility of mathematical content, and increase students' learning autonomy with various educational difficulties. A shift in the teacher's role to that of a tutor and facilitator has been identified, along with increased student learning activity, motivation, and engagement in the process of interacting with the adaptive digital environment. Conclusions. It has been substantiated that the use of digital technologies in mathematics lessons in special schools should be based on their corrective and adaptive function and take into account the individual educational needs of students with special educational needs. Methodological approaches to adapting digital resources that ensure the accessibility of mathematical material, stimulate the development of cognitive processes, and promote the transition to active learning activities have been generalized. The expediency of integrating digital tools has been established, provided that the corrective aspect of the educational process is strengthened, and the expediency of integrating interactive resources has been established, provided that the effectiveness of the teacher's activities is increased.