Using a digital program for monitoring educational achievements to identify typological differences of students with mild intellectual disability

Introduction. The issue of not only providing, but also assessing the quality is getting more and more urgent in the context of the active development of inclusive practices for the education of students with disabilities. Currently, the tools of educational achievements of students with disabilities have not yet been sufficiently developed, and the approaches proposed in the literature to the diagnosis processing of educational results are characterized by high labor intensity. The aim of the study is to develop and test a package of diagnostic techniques and a digital monitoring program for Universal Learning Activities (ULA) and Basic Learning Activities (BLA) to identify typological and individual characteristics of students with Intellectual Disability (ID) and Mild Intellectual Disability (MID). Materials and methods. The methodological tools of the study include an analysis of scientific publications, carried out, among other things, using the Scopus (Elsevier) bibliographic database for 2019-2022 on the keywords inclusive education AND digital learning, as well as methods of empirical research: standardized observation, conversation and experimental psychological examination. The mathematical analysis of the empirical study results was carried out using the t-Student statistical criterion. Results. The statistically significant differences (p ≤ 0.05) revealed in the course of the study in the indicators of educational actions formation (ULA and BLA) among children with ID and MID allow us to identify their intra-group typological features that are the basis for differentiation and individualization of the educational process, including different variants of organization of education for such children. The developed digital monitoring program will allow to increase the efficiency of teaching staff in an educational organization by reducing unnecessary paperwork, as well as to form a database reflecting the individual development trajectory of each student in inclusive conditions. Conclusion. Qualitative and quantitative differences in the formation of ULA among children with ID, as well as BLA among children with MID, were identified and analyzed using a monitoring program developed and tested in an empirical study, which is important to substantiate a differentiated approach to creating special educational conditions for such students when organizing their education in inclusive schools.