Methodological principles of teaching the topic ‘Processing tabular data’ to students with visual disabilities in inclusive settings

Abstract

The article deals with the methodological features of organising the teaching of the topic ‘Processing tabular data’ in a school course of computer science for students with profound visual impairments in an inclusive classroom. The author emphasises the insufficiency of general methodological recommendations for the effective implementation of an inclusive approach at the level of individual subjects, in particular, computer science. The technical and methodological aspects that ensure the accessibility of the digital environment for blind students are analysed: the use of screen sound programs (NVDA), adaptation of educational materials of the computer science textbook, addition of keyboard commands, individualisation of educational tasks. Examples of adapted exercises and fragments of practical work that take into account the specifics of information perception by students with visual impairments are given. Approaches to the formation of digital literacy, development of spatial and logical thinking in an inclusive environment are outlined. The proposed methodological solutions contribute to the creation of an accessible and effective educational space that meets the needs of all students.