USING NEARPOD TO TEACH SCHOOLCHILDREN WITH SPECIAL NEEDS: REVIEW OF THE INNOVATIVE ONLINE LESSON IN UKRAINIAN LITERATURE
DOI:
https://doi.org/10.17721/2663-0303.2023.1.05Keywords:
inclusive education, information technologies, distance learning, special educational needs, educational platform NearpodAbstract
Introduction. Since 2022, thousands of Ukrainian educators have been facing a dramatic challenge – training during the war. The lack of approaches, methods or tools that would be effective in organizing the instruction of children affected by injuries that caused physical limitations turned out to be an even greater challenge. Inclusive education has experienced an urgent need to use new, effective online tools for distance learning of children without and with special educational needs (SEN) as well as encouraging them to communicate in Ukrainian literature lessons. Thus, the purpose of the article is to investigate the educational potential and effectiveness of the Nearpod online platform while teaching secondary school students with SEN.
Methodology. Methodologically, the lesson relies on the concept of inclusive education in Ukraine, which is implemented by the Order of the Ministry of Education and Culture of Ukraine «On approval of the concept of inclusive education development « (2010). The piloting of the lesson in Ukrainian literature for the 6th graders with special educational needs was carried out in the conditions of online learning in the format of a video conference using the Nearpod educational platform
Results and Discussion. The lesson piloting has proved the effectiveness of the NEARPOD platform in distance learning of students with SEN. Based on the analysis of the latest research into inclusive education, the authors have managed to implement the appropriate information technologies to overcome communicative isolation of children with musculoskeletal disorders and physical injuries. The Nearpod educational online platform has enabled equal involvement of all schoolchildren in game and competitive forms of learning, shaping schoolchildren’s responsibility for the success of all team members and respect for the intellectual and emotional contribution of each student to overall class achievements..
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