Features of balanced online and offline teaching of mathematics to students with disabilities

In modern conditions of the accelerated development of inclusive education in higher education, there is a need for a continuous search for appropriate and flexible solutions in the choice of technologies, methods and teaching aids. A detailed study, development and implementation of specific technologies are required to ensure the active and effective inclusion of students with disabilities in the educational process. In this regard, the main problem is the teacher’s choice of didactic methods, tools and technologies that allow organizing the learning process with the proper degree of effectiveness for all students, including students with disabilities. Modern inclusive education involves information barriers elimination for knowledge development, which is ensured by the active inclusion of distance learning technologies in the educational process. At the same time, a complete transition to a distance learning format negatively affects the process of social adaptation of people with disabilities, so a reasonable combination of online and offline forms of education is the most acceptable. This paper analyzes the problem of building the most effective model for teaching people with disabilities, based on the interaction of traditional and distance learning technologies. An example of solving this problem is considered based on the experience of teaching mathematical courses at Povolzhskiy State University of Telecommunications and Informatics and Samara State University of Social Sciences and Education.