Russian Federation
Moskva, Moscow, Russian Federation
This article examines the use of adaptive computer technologies in teaching individuals with disabilities in secondary vocational education. The relevance of the study stems from the need to improve the accessibility and quality of vocational education for students with disabilities in the context of digitalization of the educational environment. The purpose of this article is to theoretically substantiate and describe a model for using adaptive computer technologies aimed at personalizing learning and developing professional competencies in students with disabilities. The paper clarifies the concept of adaptive computer technologies in relation to the secondary vocational education system, identifies the principles of their use in an inclusive educational process, and reveals the structure of the model, which includes organizational and methodological, content-based, innovative, and assessment components. Particular attention is paid to the stages of model implementation: teacher training, creating an accessible educational environment, substantive adaptation of curricula, the use of assistive and digital learning support tools, and monitoring and evaluation of educational outcomes. The practical significance of this article lies in the potential application of the proposed model in secondary vocational education organizations implementing inclusive education.
adaptive computer technologies, inclusive education, secondary vocational education, individuals with disabilities, digital educational environment, pedagogical learning model, individualized learning, assistive technologies
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