НАСTАВНИТЕ ПРОГРАМИ − ОСНОВА ЗА ИЗРАБОТКА НА МОДИФИЦИРАНА НАСТАВНА ПРОГРАМА ЗА УЧЕНИЦИТЕ СО ПОПРЕЧЕНОСТ

Abstract

Curricula in primary education are developed on the basis of competency-based National
Standards. The central place in them is the learning results, the achievement of
which ensures the acquisition of the necessary competencies (knowledge, skills and attitudes)
covered by the National Standards. Each curriculum is also a basis for creating a
modified curriculum for students with complex needs. According to the assessment opinion
of the student from the system for assessing persons with disabilities, the members
of the inclusion team for the student develop the modified program. It defines: adapted
learning results and assessment standards, adapted teaching content, strategies, teaching
aids, assistive technology and additional support.
The purpose of the research is to analyze the curricula in the first educational period
of primary education in order to detect the competencies that are a good basis and the
main orientation towards which the planning and implementation of the modified curriculum
should be directed. The results of the analysis show that in all curricula from the
first to the third grade (in 24 total), competencies from the area of Personal and social
development are represented in a large percentage, which is 51.13% or 113 of the total of
224 in the first grade (defined in the eight areas of the national standards in primary education
in our country), 48.76% or 118 competencies of the total 224 in the second grade and
47.42% or 129 of the total of 242 competencies are for Personal and social development in
the third grade. The paper provides guidelines for the development of a modified curriculum
for students with complex needs with the possibility of choosing the competencies
that correspond to their abilities and opportunities and through which they could develop
independence, personal development and social relationships at the end of primary education.