DEVELOPMENT OF CREATIVE THINKING IN ENGLISH LANGUAGE LESSONS AT PRIMARY SCHOOL LEVEL IN CHILDREN WITH ASD

Abstract

At present, Ukraine faces the problem of training foreign language teachers capable of working in an inclusive learning environment due to the growing number of students with special educational needs in general secondary educational institutions. Among them, cases of autism spectrum disorders prevail. According to the Concept of the New Ukrainian School, primary education involves the development in all students, without exception, of skills to communicate, interact with others using a foreign language orally, in writing and online, analyse and assimilate information to tackle various issues, acquire new knowledge and abilities, etc. Therefore, modern teachers are in constant search of effective teaching methods. According to the State Standard on Primary Education, creative thinking acts as an enhancing tool. In particular, in foreign language lessons, it is necessary to develop students' ability to think and create, using phonetic, lexical, grammatical skills, to conduct foreign language communication, consolidation of the previously studied material, expanding vocabulary. The analysis of educational and methodical literature shows that children with autism spectrum disorders are capable of creativity. However, teachers should take into account the specifics of their cognitive processes, focus on the abilities and talents of each child, on their strengths. The purpose of the article is to reveal the peculiarities of the development of creative thinking in foreign language lessons in children of primary school age with autism spectrum disorders. We used such research methods as theoretical analysis and generalization of literature sources to determine the theoretical foundations of this problem. The concept "creative thinking" is defined. The current study also describes performance on creativity tasks in children of primary school age with autism spectrum disorders, the effect creative activities have on the formation of foreign language communicative competence. Examples of learning activities that promote the development of creative thinking and the formation of communicative competence in foreign language lessons in an inclusive learning environment are given.