- Боровик, Г.М. (orcid.org/0009-0007-4892-2433), Піддубна, П.М. (orcid.org/0009-0006-7443-7768), Абакумова, І.В. (orcid.org/0000-0003-3063-3960) and Павлюченко, О.М. (orcid.org/0009-0001-6838-3162) (2024) Model curriculum «Labor training technologies: cooking, household chores. Grade 7» for special general secondary education institutions for children with intellectual disabilities [Teaching Resource]
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ТЕХНОЛОГІЇ ТРУДОВОГО НАВЧАННЯ_КУЛІНАРІЯ, ГОСПОДАРСЬКО-ПОБУТОВІ РОБОТИ. 7 клас.pdf - Published Version Download (1MB) |
Abstract
Model curriculum «Labor training technologies: cooking, household chores. Grade 7» for special general secondary education institutions for children with intellectual disabilities and general secondary education institutions with special classes for children with intellectual disabilities, using the TAN-Soderberg methodology, is aimed at the formation of professional and labor competence, the development of students' personalities and preparation for successful professional and labor activity. The purpose of the model program is: to ensure effective ways of social adaptation of students through labor training, to include children with intellectual disabilities in the social environment, to involve them in social life at the level of their psychophysical capabilities. The program involves the creation of a kind of model of real labor activity, which is the main component of social adaptation. The objectives of the program are: to develop intellectual, psychophysiological and physical qualities of the individual necessary for professional and labor activity; to teach students general labor techniques and form in them the corresponding special labor skills and abilities; to increase the level of social competence, which will ensure the process of including students in life; to search for means and methods necessary for students to master the system of values, norms and rules of behavior adopted in society, to form the ability to correctly build their relationships with others; to cultivate a love of work, desire and ability to work. The program also emphasizes the importance of mastering a system of professional and labor knowledge, skills and abilities, the development of thinking, communication and interaction skills, as well as the correction of cognitive activity. The main principles include activity-based, personality-oriented, competency-based and communicative approaches. Special attention is paid to social and labor adaptation for students with intellectual disabilities, ensuring an individual approach. Training is based on a correctional and developmental focus, a differentiated approach. The program emphasizes the importance of constant repetition and consolidation of practical knowledge and skills by performing practical work for effective mastery of educational material. Addressed to teachers, psychologists, teacher assistants, consultants of inclusive resource centers; parents raising children with intellectual disabilities; may be useful to students of pedagogical and psychological specialties, and all interested users.
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