FORMATION OF ENVIRONMENTAL COMPETENCE OF PRIMARY SCHOOL STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

The article focuses on the peculiarities of the formation of environmental competence in students with intellectual disabilities of the basic school. Modern approaches of the researcher to the specified problem are analyzed. The author's vision of the definition of "ecological competence" is formulated, which is interpreted as a dynamic personal quality that manifests itself in the ability of a student with intellectual disabilities to understand the relationships between a person and the natural environment, to solve practical situations and implement them in everyday activities, based on value orientations. For a schoolchild with intellectual disabilities, the development of environmental competence should be closely connected with practical experience, a valuable attitude to nature, and accessible forms of activity. It is noted that the circle of environmental competences is formed across all educational branches of the State Standard of Basic Secondary Education, but natural sciences are leading. The content of the educational field involves consideration of such concepts as: scientific worldview and a holistic natural-scientific picture of the world; the environment as a source of substances, energy and information; levels of organization of living and nonliving nature; interaction and relationships in nature; relationships between man and nature, ecological balance; renewable and non-renewable natural resources; the latest technologies, processes, devices and materials; the concept of sustainable development of society; the importance of science and technology for sustainable development. Model educational program «Getting to know nature. Grades 5–6 (integrated course)» for institutions of general secondary education provided an opportunity to find out the competencies acquired by students during the adaptation period of education (grades 5-6). Some learning methods are recommended: observation of the natural environment, games, projects, modeling; emphasis is placed on one of the forms of educational activity – excursions. Prospects for further research are formulated.