Abstract

The fundamental value of education is that each student is unique and has the right to a quality education. Today, the development of teaching and learning resources for children with disabilities is a complex and time-consuming task.

The purpose of this article is to analyze the requirements for adaptive educational resources (AER) and the system of assessment criteria of them, considering the individual characteristics of students.

The research methodology consists in the analysis of scientific sources on the problem, the generalization of empirical data obtained by the method of survey and interviewing. The questionnaire aimed at assessing the level of correctional orientation of educational and methodological complexes, the availability, diversity, and sufficiency of practical tasks, to analyze the consideration of the psychophysical characteristics of children in the content of textbooks, workbooks, and methodological recommendations, etc.

Research results. AER in special education is a valuable tool for organizing and supporting the educational process, which determines (depending on the type, severity of the disability and the age of the student) the amount of training content, as well as techniques, methods and means of building the educational process. However, the lack of clear and unified requirements for AER determines the presence of a considerable number of comments on existing methodological materials. At the same time, the analysis of the identified problems in the organization of the educational process with children with disabilities based on existing educational and methodological materials will make it possible to determine the requirements for AER and develop a system of assessment criteria, considering the individual typological characteristics of students.

Key words: adaptive educational resources, assessment criteria, individual typological characteristics of students, disability.