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THE USE OF ACTIVE TEACHING METHODS AMONG PUPILS WITH LEARNING DISABILITIES IN PRACTICAL SCHOOLS
Abstract
The objective of the present paper is to introduce selected active teaching methods (ATMs) used among pupils with intellectual disability in two-year practical schools. In this qualitative research study, the authors used selected ATMs in the teaching process (by means of observation and audio-visual recording). The methods were used in a specific subject to build on, develop and deepen the current learning content. The following ATMs were used: discussion; heuristic teaching method; situational and role-play method, and didactic game. Then the findings were analysed using the contrast and comparison approach. They were discussed in terms of practical recommendations – including both selected ATMs and their applicability among the target group of pupils, and possible modifications. An indisputable advantage of the use of ATMs is pupils’ active and motivated approach to assignments. On the other hand, the authors consider the application of these methods difficult in terms of time consuming preparation and practical limitations in the use among learners with impaired cognitive development.
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