The use of multimedia technologies in teaching schoolchildren with intellectual disabilities

Abstract

The article describes an experimental study of the effectiveness of the use of multimedia technologies in the correctional and pedagogical process of teaching children with intellectual disabilities. In the analysis of theoretical provisions, much attention is paid to the correctional and developmental possibilities of multimedia, it is said that the unique features of multimedia technologies, such as interactivity, flexibility, multi-channel, personal orientation, can be very useful for individualization and improving the quality of education for children with intellectual disabilities.

The purpose of the study is to identify the methodological foundations for the development and use of multimedia educational complexes for the development of cognitive processes in children with intellectual disabilities in the process of theoretical and experimental research. In order to test the effectiveness, a study was conducted on the example of the development of some of the most important cognitive skills for this category of children (thinking, memory, attention) using the example of correctional and developmental activities. The pedagogical experiment included systematic work on the use of multimedia technologies (videos, presentations) in a complex combination with specially selected didactic material and a workbook as complementary means of developing the cognitive sphere of this category of children. In the experimental group, elementary school students were engaged in a multimedia complex throughout the year.

The results of the experiment confirmed the above assumptions and helped to identify the pedagogical conditions for the use of multimedia technologies in working with younger students with mild impairments and intellectual development. The results of a comparative analysis showed that the use of multimedia irradiating means in the classroom contributes to the formation of more stable knowledge and skills, the development of cognitive interest in students with intellectual disabilities, the consolidation of independent work skills, and the improvement of the effectiveness of remedial education. Thus, the psychological and pedagogical approaches taken as the basis of the experiment, didactic principles and methodological provisions can be pedagogical conditions for the effective use of multimedia technologies.