http://dspace.pnpu.edu.ua/handle/123456789/28009 Fri, 10 Apr 2026 17:37:10 GMT 2026-04-10T17:37:10Z http://dspace.pnpu.edu.ua/handle/123456789/28017 Название: Adaptation of didactic methods for children with special needs in primary education Авторы: Sotiri, A. Краткий осмотр (реферат): The study aimed to address the adaptation of didactic methods for children with special educational needs in the context of inclusive education. The methodology included document analysis, comparison of teaching methods, observation of children’s interaction with the adapted materials, and statistical analysis of the data. The study analysed statistics from the Albanian Ministry of Education on the number of children with special needs, the level of their integration into mainstream schools, and the provision of adapted teaching materials to schools. The analysis of educational standards and international recommendations, including the UN Convention on the Rights of Persons with Disabilities and UNESCO principles, was used to assess the role of regulatory documents in the development of inclusive education. Eight criteria covering objectives, structure, compliance with international standards and innovation were used to evaluate documents related to the adaptation of methods for children with special needs. Based on this assessment, the strengths and weaknesses of each document were identified, which became the basis for developing recommendations for improving inclusive education. The results of the study demonstrated the effectiveness of adapted didactic methods for children with special needs in different countries. Methods based on inclusive technologies, multisensory approach and differentiated learning provide a more accessible perception of the material and improve the learning process. Visual and tactile materials, as well as interactive technologies, contribute to the development of students with special needs and increase their activity in the learning process. The results also confirmed the need for further adaptation of educational programmes to ensure equal opportunities for all students. The practical significance of the study is determined by the improvement of methods and resources for teaching children with special needs. Описание: Sotiri, A. (2025). Adaptation of didactic methods for children with special needs in primary education. Pedagogical Sciences, (84), 73–84. https://doi.org/10.33989/2524-2474.2024.2.73 Mon, 01 Jan 2024 00:00:00 GMT http://dspace.pnpu.edu.ua/handle/123456789/28017 2024-01-01T00:00:00Z http://dspace.pnpu.edu.ua/handle/123456789/28016 Название: The educator’s information and digital competence as a foundation for professional success in the context of the information and educational environment Авторы: Kiryanova, M. Краткий осмотр (реферат): Information and digital competence has become a key component of an educator’s professional success, as it facilitate the integration of innovative approaches into teaching and align with the needs of modern pupils. The purpose of this study was to assess the level of educators’ digital competence and develop recommendations for its enhancement to ensure the effective use of digital technologies in education. The research was based on the application of theoretical methods, including analysis, synthesis, generalisation, and systematisation, which enabled the identification of current trends in the use of digital technologies in education. The empirical part of the study involved a survey conducted among educators working in general secondary education institutions. Special attention was given to the role of digital competence in ensuring the effectiveness of the teaching and learning process within the dynamic development of digital technologies. It was found that information and digital skills not only enhance pedagogical expertise but also create favourable conditions for integrating innovative approaches into teaching. Such competencies enable educators to adapt teaching methods to the needs of modern pupils, who are shaped by a digital environment and accustomed to the active use of technology in their daily lives. The survey results revealed the extent to which teachers utilise digital tools in developing educational materials, organising interactive lessons, and integrating information and communication technologies into the learning process. This study identified the level of educators’ digital competence and highlighted key challenges in implementing digital technologies, including insufficient technical support, the need to improve knowledge and skills, and a lack of educational resources. The practical value of the article lies in the potential use of the findings to develop targeted professional development programmes for educators, aimed at enhancing their digital literacy and facilitating the effective integration of technology into the teaching and learning process. Описание: Kiryanova, M. (2025). The educator’s information and digital competence as a foundation for professional success in the context of the information and educational environment. Pedagogical Sciences, (84), 63–72. https://doi.org/10.33989/2524-2474.2024.2.63 Mon, 01 Jan 2024 00:00:00 GMT http://dspace.pnpu.edu.ua/handle/123456789/28016 2024-01-01T00:00:00Z http://dspace.pnpu.edu.ua/handle/123456789/28015 Название: Syllabic structure of the word: Examination and formation of knowledge in students with intellectual disabilities in primary schools Авторы: Mykhailenko, V. Краткий осмотр (реферат): The purpose of the study was to examine the formation of the sound-component structure of speech of students with intellectual disabilities in Ukrainian language lessons. The methodology of observation, testing, and questionnaires were used to achieve this goal. The object of the study was the students with minor learning disability The main focus of the study was on the development of individual approaches that consider the special needs of students, and interactive teaching methods aimed at stimulating speech activity, didactic games, and exercises were used to stimulate speech activity. The role of didactic games, visual aids, and exercises in the development of speech and grammar skills in children with intellectual disabilities is also examined. The results showed that systematic familiarisation with the sound structure of words and the development of phonemic perception positively affect the speech development of mentally disabled children. Students find substantial difficulties in developing speech skills, especially in using the component composition of words, based on the results. When working with complex words, the number of syllables and grades are often confused. Slowly but surely, due to the systematic use of didactic techniques, progress was made in the development of phonetic hearing and the analysis of speech structure. Students who have completed specially designed exercises should substantially improve their language skills. 75% of students participating in the study showed an improvement in their understanding of the sound-syllabic structure of words, which was confirmed by statistical data. There are certain factors that hinder the educational process, in particular, insufficient attention to the development of communication skills in the educational process. It is necessary to ensure the individual characteristics of each child to improve the speech development of children with intellectual disabilities. In the results obtained, the basis for further correctional programmes in the field of special education can be identified. Описание: Mykhailenko, V. (2025). Syllabic structure of the word: Examination and formation of knowledge in students with intellectual disabilities in primary schools. Pedagogical Sciences, (84), 51–62. https://doi.org/10.33989/2524-2474.2024.2.51 Mon, 01 Jan 2024 00:00:00 GMT http://dspace.pnpu.edu.ua/handle/123456789/28015 2024-01-01T00:00:00Z http://dspace.pnpu.edu.ua/handle/123456789/28014 Название: Possibilities for integrating the flipped classroom into a bilingual course in higher mathematics at a technical university Авторы: Snizhko, N.; Kozlov, V. Краткий осмотр (реферат): Changes in higher education paradigms and the challenges of globalisation necessitate revising methods and approaches to teaching disciplines in Ukrainian universities. This article aimed to summarise and analyse the practical application of flipped classroom technology in teaching higher mathematics to students specialising in engineering and technical disciplines on a bilingual basis. The study utilised general scientific research methods: theoretical methods (system analysis, comparison, generalisation, synthesis) and empirical methods (pedagogical observation, interviews, professional experience exchange, and analysis of pedagogical activity outcomes). The study examined the stages of flipped classroom technology from a historical perspective and identifies the rationale for employing this methodology under conditions of limited social contact. The advantages of this teaching model for mathematical disciplines taught bilingually were analysed. The essential role of information and communication technologies in implementing the flipped classroom model was elucidated. The authors’ experience teaching English-language mathematics courses to prospective engineers using flipped classroom methods in a distance learning context was discussed and thoroughly evaluated. Potential disadvantages of this teaching model were also highlighted. It has been determined that the flipped classroom represents a learning model in which a student-centred approach predominates, significantly enhancing interaction between students and lecturers. This approach fosters greater student engagement and facilitates the acquisition of subject matter in a foreign language. The findings of this study can be applied to the teaching of professional disciplines at technical universities, both in the native language and bilingually. Описание: Snizhko, N., & Kozlov, V. (2025). Possibilities for integrating the flipped classroom into a bilingual course in higher mathematics at a technical university. Pedagogical Sciences, (84), 43–50. https://doi.org/10.33989/2524-2474.2024.2.43 Mon, 01 Jan 2024 00:00:00 GMT http://dspace.pnpu.edu.ua/handle/123456789/28014 2024-01-01T00:00:00Z