A SYSTEM OF DIFFERENTIATED-LEVEL TASKS FOR LEARNERS WITH INTELLECTUAL DISABILITIES IN MATHEMATICS LESSONS WITHIN AN INCLUSIVE EDUCATION ENVIRONMENT
Keywords:
inclusive education, intellectual disabilities, mathematics education, differentiated instruction, differentiated tasks, individualization, special educational needs, mathematical competence, formative assessmentAbstract
The development of inclusive education requires the creation of effective pedagogical conditions that enable learners with different educational needs to participate actively in the learning process. Mathematics is one of the subjects in which learners with intellectual disabilities frequently experience significant difficulties due to the abstract nature of mathematical concepts, the need for logical reasoning, working memory, attention, and the sequential processing of information. The purpose of this study is to theoretically substantiate and develop a system of differentiated-level tasks for learners with intellectual disabilities in mathematics lessons conducted within an inclusive education environment.
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