ECONOMIC EDUCATION AS THE BASIS OF FORMING FINANCIAL LITERACY OF STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

The article is devoted to the problem of economic education of students with intellectual disabilities. The introduction of the competency-based approach to education actualizes the problem of forming students' financial literacy in the process of economic education. The purpose of the article is to analyze the problem of economic education as a basis for the formation of financial literacy of students with intellectual disabilities. The research used methods of theoretical analysis and generalization of literary sources. Financial literacy is characterized as one of the key competencies of students. It is substantiated that the presence of intellectual disorders negatively affects the formation of financial literacy, in particular, these students have significant difficulties in understanding economic processes and awareness of themselves as subjects of economic relations, it is difficult for them to adapt to independent economic life. It was determined that the formation of financial literacy is the task of economic education of students, which involves not only the assimilation of systematized knowledge, abilities, skills of economic activity, but also the formation of conscious economic behavior, personality qualities, the need for economic knowledge and the development of interest in economic problems. An analysis of the possibility of implementing economic education in the process of education, correctional development and extracurricular work was carried out. It was determined that mathematics lessons are the basis for the formation of economic knowledge; labor training lessons provide an opportunity to integrate elements of practical economic activity into training. Economic education of students with intellectual disabilities can also be implemented during correctional and developmental work, in particular during classes on social and everyday orientation. Extracurricular educational work contributes to the formation of cognitive interest in economic knowledge, increases students' economic knowledge, helps teachers to cultivate students' interest in market relations. The important role of the family in the implementation of tasks of economic education is defined. A conclusion was made about the expediency of strengthening the role of educational institutions in the economic upbringing of students with intellectual disabilities and combining efforts with children's families in this direction.