A typologically oriented individually differentiated approach to developing the perception and understanding of literary texts in primary school students with disabilities in the context of inclusive education
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: The aim of the study is to experimentally verify the effectiveness of an individually differentiated approach to developing the perception and understanding of literary texts in primary school students with disabilities, implemented through typologically oriented correctional and speech therapy routes. The article briefly presents the theoretical and methodological foundations of the approach, the logic of its implementation, and the results of the formative experiment. It is shown that the differentiation of correctional content based on the typological profile of difficulties makes it possible to take into account the individual structure of the deficit while maintaining the overall educational space of the class. The scientific novelty of the study lies in the substantiation of the possibility of combining a unified learning content with targeted remedial assistance, determined by a diagnostically established profile of difficulties. As a result, a positive trend in the perception and understanding of literary texts was identified in the experimental group; differences in the intensity of the effect were revealed among students from different typological groups.
Source: Pedagogy Theory & Practice
DOI: 10.30853/ped20260235
Author: Ekaterina Andreevna Kronshtatova
Institution: Cherepovets State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7224411093