The article is devoted to the actual topic, the formation of functional literacy in children with moderate mental retardation in a special school. The authors use a variable approach in the formation of functional literacy in children with moderate mental retardation (in children with moderate mental retardation, in children with concomitant disorders such as Down syndrome and behavioral disorders, as well as with concomitant autism spectrum disorders). The authors analyze the results of the formation of competencies in such subjects as speech and alternative communication, mathematical representations, visual activity in different groups of children.
variable approach, vital competencies, special education, concomitant disorders, moderate mental retardation, academic subjects, functional literacy
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