Alohida ehtiyojli bolalar uy ta’limini tashkil etishning korreksion pedagogik tizimining tarkibiy komponentlari
DOI:
https://doi.org/10.5281/zenodo.20151615Ключевые слова:
korreksion pedagogik tizim, komponentlar, tamoyillar, metodik mexanizm, uy ta’limi, individual ta’lim dasturi, inklyuziv ta’lim, diagnostika, korreksion mashg‘ulotlarАннотация
Ushbu maqolada korreksion pedagogik tizimning konseptual (maqsad-vazifalar), mazmuniy (o‘quv-korreksion
kontent), protsessual (metod, shakl, texnologiyalar), subyektiv (ishtirokchilar va ularning rollari), resurs (moddiy-texnik,
axborot, kadrlar), diagnostik-monitoring hamda natijaviy komponentlari tahlil qilinadi. Shuningdek, tizimning ilmiy-metodik
tayanch tamoyillari (shaxsga yo‘naltirilganlik, differensiallash va individualizatsiya, inklyuzivlik va integratsiya,
uzluksizlik, tizimlilik, reabilitatsion yo‘naltirilganlik, xavfsiz psixologik muhit) hamda ularni uy sharoitida ta’limga tatbiq etish
mexanizmlari (IPR/IEP, funksional diagnostika, rejalashtirish, korreksion mashg‘ulotlar dizayni, oilaviy kouching, masofaviy
qo‘llab-quvvatlash, interdisiplinar hamkorlik, portfel va kriterial baholash) batafsil yoritiladi.
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