STORYTELLING IN THE CONTEXT OF THE NEW UKRAINIAN SCHOOL: A DIFFERENTIATED APPROACH

Abstract

A differentiated approach in working with children with special educational needs is a fundamental condition for organizing their educational and cognitive activities. The application of storytelling within this framework in an inclusive educational environment creates favorable conditions for developing students' oral and written speech, as it allows for the adaptation of story content, activity types, and task complexity levels to their individual abilities. It has been demonstrated that this approach activates speech activity, fosters speech competence, and increases the motivation of students with special educational needs to participate in the educational process. In conclusion, the integration of storytelling through the prism of a differentiated approach serves as a pivotal tool in pedagogical practice, capable of ensuring the right to accessible and high-quality education in accordance with the requirements of Article of the Law of Ukraine «On Education»