ACADEMIC TEXTS REPOSITORY

Summary

In the methodological article, the authors present the results of a long-term study of the manifestation of categories of educational difficulties (physical, functional, intellectual, educational, and socio-adaptive) among school-age learners based on gender differences. Monitoring of the results of the 2022–2023 assessments of the development of persons with disabilities attending general secondary education institutions was carried out. For the first time, the authors identified direct correlational relationships between common categories of educational difficulties among students of general secondary education institutions (in particular, intellectual difficulties with learning difficulties, intellectual difficulties with socio-adaptive difficulties, and intellectual complexity with functional speech difficulties), which allows for a more comprehensive approach to building the educational process in institutions of general secondary education, taking into account all special educational needs of students. The research was conducted by specialists on the basis of the communal institution «Inclusive Resource Center No. 3» of the Mykolaiv City Council. According to the presented results of the research, the directions and nature of changes in the educational process are clearly outlined (adaptation of the environment, change of psychological and pedagogical strategies, selection of educational materials and tasks, adaptation of the process, or change of evaluation criteria) as adaptations or modifications, taking into account the dominance of the leading categories of educational difficulties (intellectual, socio-adaptive, educational, and functional speech) and revealing correlations between them among school-aged male and female students. The authors outline promising directions for further research in the field of inclusive education in institutions of general secondary education.