TEACHING METHODOLOGY OF COMPUTER SCIENCE IN AN INCLUSIVE ENVIRONMENT: THE ROLE OF THE SOCIAL WORKER AND THE USE OF ASSISTIVE DIGITAL TECHNOLOGIES

Abstract

Introduction. The development of the digital society increases the need for high-quality computer science education for all learners, including students with diverse educational needs. An inclusive environment requires a rethinking of traditional approaches to teaching computer science by removing accessibility barriers, reducing excessive cognitive load, and ensuring alternative ways of perceiving information, interacting, and demonstrating learning outcomes. The role of the social worker becomes particularly important as a specialist who coordinates interdisciplinary collaboration, supports the learner’s educational pathway, promotes social adaptation, and facilitates communication with the family and the team providing psychological and pedagogical support. Purpose. To substantiate a methodology for teaching computer science in an inclusive environment based on accessibility and pedagogical appropriateness; to define the functions of the social worker in organizing support for learners; and to describe approaches to selecting and integrating assistive digital technologies into the educational process, taking into account different educational needs, classroom context, and the resource capacity of the educational institution. Scientific novelty. An integrative approach to the methodology of teaching computer science is proposed, combining didactic solutions (variable ways of presenting material, differentiation of practical tasks, step-by-step skills development, and flexible assessment formats) with social and pedagogical support. The interaction model “computer science teacher – social worker – support team – family” is clarified, in which the social worker acts as a resource coordinator, communication mediator, and initiator of environmental changes. Conclusions. Effective teaching of computer science in an inclusive environment is possible under the condition of a systematic combination of didactic adaptation, universal accessibility solutions, and targeted support. The social worker enhances the effectiveness of the educational process through coordination of support, prevention of isolation, and development of learners’ independence and digital participation skills. Assistive digital technologies, integrated into learning tasks and assessment, increase content accessibility and contribute to motivation, engagement, and the development of digital competence. Further research prospects are related to evaluating the effectiveness of specific technological solutions for different categories of educational needs and developing practice-oriented recommendations for interdisciplinary teams.