Multilevel learning content in the formation of supportive and communicative skills in students with severe multiple developmental disabilities

Abstract

The article defines the prerequisites for improving the educational content of children with severe multiple developmental disabilities, analyzes the existing curricula for children of this category in the Republic of Belarus in terms of defining the goals and content of education, as well as the presence of an effective component, presents an attempt to determine the grounds for identifying the design levels of multilevel content. learning. The author indicates the methods of teaching communication for children with severe multiple disorders: basal communication, an alternative communication system, a system of supportive communication with traditional programs for the development of oral speech.