PEDAGOGICAL APPROACHES TO INDIVIDUAL WORK WITH STUDENTS WITH INTELLECTUAL DEVELOPMENTAL LIMITATIONS

Abstract

This scientific article examines the role, theoretical foundations, and practical mechanisms of an individualized approach in the pedagogical process of working with students with intellectual developmental limitations. In the modern system of inclusive and special education, ensuring every student's right to receive education based on their individual abilities and potential is of particular importance. The purpose of the study is to scientifically substantiate and implement innovative pedagogical strategies aimed at improving educational effectiveness and social adaptation by taking into account the cognitive, psychophysiological, and social characteristics of students with intellectual limitations. The article provides an in-depth scientific analysis of the didactic potential of differentiated instruction, activity-based approaches, visual methods, and game-based technologies. It also presents specific mechanisms for teachers to properly organize individual lessons, increase students' motivation, and create an educational environment that positively influences their cognitive development. The scientific and practical significance of the article lies in the fact that the methodological recommendations, model lesson plans, and assessment criteria proposed in the study can be directly applied in the educational process by practicing special education teachers, defectologists, educators, and specialists in inclusive education.