Verzhikhovska O. - Features of ecological education of younger students with intellectual disabilities

Contact : Verzhihovska Оlena, PhD of pedagogical, associate professor, head of the department of psycho-medical-pedagogical foundations of correctional work in Kamynets-Podilsky National Ivan Ogienko University, Kamynets-Podilsky, Ukraine. Academic interests: the problem of development, education and upbringing of children of different age with intellectual disabilities, psychological and pedagogical bases of correction of intellectual disabilities by means of educational work in this nosology of children.

This article thoroughly analyzes the theoretical and methodological provisions of environmental education and upbringing of young students with intellectual disabilities, in particular the content and nature of environmental education and upbringing of elementary students with typical development; described psychological prerequisites for the readiness of the environment for younger students with intellectual disabilities; points out the features of environmental education and upbringing of students with intellectual disabilities. It is noted that ecological education and upbringing of pupils of the younger classes is a systematic pedagogical activity aimed at the development of ecological culture students. However, current programs do not yet fully meet the needs of environmental education and upbringing of students, because in most of them nature is considered primarily in terms of its economic value, aesthetic and health value. In this regard, particular attention is paid to the study and promotion of good pedagogical experience on this issue, as practice sometimes outstrips theoretical achievements. The basis of environmental education and upbringing of younger students is science. Younger students with intellectual disabilities are overwhelmingly aware of the environment, but the process of perception of the outside world is not adequate enough. This leads to the fact that the imagination of younger students with intellectual disabilities is usually not clear and little differentiated.  It is interesting that we have identified and analyzed the status and features of pedagogical practice in environmental education and upbringing of young students with typical development and intellectual disabilities. The study methodology and levels of ecological education of younger students with typical development and intellectual disabilities are grounded and described. In the process of qualitative and quantitative analysis of the level of formation of environmental education revealed the peculiarities of its formation in younger students with impaired intelligence, showed their dynamics. The data on experimental verification of pedagogical effectiveness of the process of ecological education of young students with intellectual disabilities have been revealed. Correctional orientation of pedagogical support of the process of ecological education makes it possible to increase the level of environmental education and education of younger students with intellectual disabilities. 

Key words: environmental education, environmental education, elementary school students, students with typical development, students with intellectual disabilities