The purpose of the research is to determine ways in order to train teachers for the implementation of a universal design in educational activities at secondary education institutions. 378 teachers (Ukraine) on the Google-forms platform took part in the survey. It has been highlighted that the basic differences between the theory and practice of the implementation of inclusion and universal design are as follows: inclusion is more difficult to apply in practice; design needs clarification of some practical concepts. It has been determined that the most common methods of involving into the implementation of universal design are manifestation of enthusiasm, providing examples and feedback to students; representation through class discussions, laboratory experience and images; group discussions in the classroom, projects, workshops and tests.  It has been noted that UD can be used to create educational applications in order to adapt the learning space to the needs of the student (elements of physical spaces and instructions in order to make them more accessible, useful, and comprehensive).

Окреслено зміст проблеми навчання англійської мови учнів із порушеннями слуху. За результатами теоретичного аналізу виокремлено та описано специфіку трьох основних стратегій навчання англійської мови глухих та напівглухих учнів: орально-ауральну стратегію; парціальнолінгвальну стратегію; полілінгвальну стратегію.

The aim is to determine the peculiarities of the affective-cognitive indicator of emotional intelligence in high schoolers with intellectual disabilities. Materials and methods: The study, which was conducted during 2019-2020, involved 76 high schoolers in the age of 14-17 who studied in the 7-9th grades in Kyiv schools (Ukraine) (45 high schoolers with intellectual disabilities and 31 high schoolers with normative development). The diagnosis of the high schoolers’ ability to perceive, understand and identify emotions; to assimilate emotions in thoughts, to stimulate thought processes with the help of emotions was carried out. The Mayer-Salovey-Caruzo Emotional Intelligence Test, adapted for children with intellectual disabilities, was used. Results: Insufficient formedness of the affective-cognitive indicator of emotional intelligence in high schoolers with intellectual disabilities has been determined: a decrease in the level of perception of emotions by expression; superficial perception of expressive features, vagueness of ideas about them; insufficient differentiation of the constituent elements of the emotional model; difficulties of orientation in a set of emotional signs of different modalities; lack of understanding of social emotions and the content of a moral act. Conclusions: It has been proven that the low state of formedness of the affective-cognitive indicator of emotional intelligence results in significant difficulties that arise during interaction with each other, and this affects primarily the further socialization and integration into society.

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Замша А. В. доктор філософії, завідувач відділу навчання жестової мови Інститут спеціальної педагогіки і психології імені Миколи Ярмаченка Національної академії педагогічних наук України м. Київ, Україна