ACTIVATING TEACHING IN CIVICS CLASSES FOR STUDENTS WITH INTELLECTUAL DISABILITIES IN SPECIAL PRIMARY SCHOOLS
DOI:
https://doi.org/10.35433/pedagogy.2(121).2025.20Keywords:
civics, special primary school, activating methods, student with intellectual disabilities, questionnaireAbstract
Activating methods gradually involve students in the learning process and support their independent thinking, creativity, cooperation and problem-solving ability. Activating methods bring dynamics, interaction and a practical dimension to the teaching process. For students with intellectual disabilities in special primary schools, it is necessary to adapt teaching methods to their abilities and individual needs, as well as when using activating methods in civic education classes. The main goals of civic education according to the educational program for the mentally disabled include purposeful influence on the knowledge and actions of students in the spirit of democracy, humanism and morality, developing the emotional and volitional sphere of the student, orienting the student as a future active member of the work team. Students learn to create social contacts, behave in society according to norms. They learn what a family, school is, they acquire basic knowledge about the rule of law, about political institutions. Teaching civics is also very important for students with intellectual disabilities. Therefore, teachers use various methods for motivation and activation. The article contains a survey in which we focused on the use of activating methods during the teaching of civics in special primary schools. We chose an electronic questionnaire as the method of data collection. The aim of the survey was to examine the use of activating methods by teachers of special primary schools during the teaching of civics and to evaluate their advantages and disadvantages.
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