DEVELOPMENT OF A NEURODIDACTIC MODEL FOR TEACHING COMPUTER SCIENCE IN THE CONTEXT OF INCLUSIVE EDUCATION

Abstract

Neurodidactics forms a solid foundation for the training of future computer science teachers who can effectively work in an inclusive educational environment, taking into account both the neuropsychological aspects of learning and the individual characteristics of students. The article discusses the possibility of developing a neurodidactic approach aimed at teaching computer science in the context of inclusive education in the direction of the formation of innovative educational practices and based on the analysis of current learning theories. This model is based on the integration of neuroscientific, pedagogical and cognitive theories, with an emphasis on adapting the content, objectives, principles and stages of learning to different educational needs. The article pays special attention to the didactic implications presented in strategic and procedural aspects aimed at creating methods and technologies that contribute to the effective teaching of Computer Science. These approaches were aimed at the individual and collective characteristics of students with different educational opportunities, ensuring flexibility, accessibility and neuropsychological validity of the educational process in an inclusive environment. The model prepared by the authors in the course of the study is one of the first holistic didactic proposals in the training of computer science teachers, complementing the traditional approaches used in teaching disciplines in the field of Information Technology and focused on neurobiological principles.