Technology for the development of mathematical concepts in students with autism spectrum disorders and intellectual disabilities

the article is devoted to the technology of mathematical representation development in children with autism spectrum disorders and intellectual disabilities who are learning AEP, option 8.4. The features of the implementation of the principles of teaching mathematical representations to such children are indicated, the need for a special organization of the lesson is determined, taking into account the special educational needs of students, changes in the content of educational material in the 2nd grade are justified, which will improve the quality of mastering mathematical representations, and an increase in the amount of time allocated for studying spatial and quantitative representations. The article presents special methods and techniques to increase the interest of students, as well as to ensure the transfer of acquired skills into everyday life. The results of the control experiment are presented, indicating the effectiveness of the work carried out. The scientific novelty lies in the creation of a technology for the development of mathematical concepts among students with ASD and severe intellectual disabilities, based on a special lesson organization, a differentiated approach, the integration of educational materials on home economics and mathematical material, as well as a system of didactic games and exercises.

elementary mathematical concepts, primary school children with autism spectrum disorders, primary school children with intellectual disabilities, learning technology