INCLUSIVE APPROACH IN STEM EDUCATION: DIFFERENTIATION OF COMPUTER SCIENCE TEACHING
DOI:
https://doi.org/10.32782/NPU-VOU.2026.1(100).14Keywords:
inclusive approach, variability, STEM education, differentiation, neurodiversity, adaptive learning, computer science education, personalization, digital technologies, social and communication supportAbstract
The study focuses on a comprehensive justification of the inclusive approach in STEM education as a conceptual basis for supporting neurodiversity in computer science education. The article highlights the theoretical and methodological principles of differentiation in STEM education - universal design, individualization of the educational process, flexible and adaptive teaching; the specific needs of neurodiverse students in the process of learning computer science are highlighted – ensuring social and communication support, sensory aspect, structured learning and assessment. The study proposes an author’s concept for implementing the principles of inclusive design in STEM education using the example of teaching computer science, which is aimed at increasing the involvement and motivation of students with variable cognitive profiles. The effectiveness of the proposed strategy, which combines multimodality, adaptability, the involvement of digital tools and active project and research activities, is substantiated.
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