The dissertation research is devoted to the problem of formation of key competencies in pupils with intellectual disabilities in the conditions of competence approach. It is theoretically substantiated that the competence approach is a conceptual guideline for the implementation of changes in the state educational system aimed at reorienting the learning process to develop the pupil's personality. Scientific researches of Ukrainian and foreign scientists on realization of the competence approach in educational practice are analyzed. The concepts of the compe tence approach are considered, which are based on the basic principles of psychological and pedagogical
concepts of developmental and personalityoriented education.
On the basis of methods of theoretical analysis, the essence of the concept of "key competence" is clarified, which is interpreted as a specially structured complex of characteristics (qualities) of a person, which allows him to effectively act in various spheres of life and belongs to the general industry content of educational standards.
Given the definition of this phenomenon, we consider it most successful to consider the key competence of the pupil as a unity of three components: cognitive (the presence of a system of knowledge and skills, their understanding and application in different contexts); motivational (integral characteristics of the individual's ability to know their own motivation and manage its development) and social (system of internal and external factors of conscious behavior in micro and macrosociety, which affects the ability and quality of social interaction).
The organizational and pedagogical conditions and principles that are a structural part of the developed system of adaptation of the educational process of pupils with intellectual disabilities in terms of competence approach, which contains targeted, meaningful, technological and effective components. Key competencies in the system are considered as a holistic formation, which is a complex system property of the individual, which characterizes the ability to solve problems in all spheres of life, perform life and social roles based on lifecreating knowledge, skills and achievements. The determinants of the formation of key competencies that have the potential to influence the effectiveness of actions or activities of the child: biological, innate properties of the organism; social factors (from the environment in which the child is, and to the active interaction of the child with this environment); learning, which is one of the important factors in the formation of key competencies, which forms the necessary knowledge, skills and abilities of a child for life in society, his motivational, cognitive,
social competence; communication; environment, the ability to selfrealization. These determinants become effective factors in the process of formation of key competencies and relevant personality traits (competence characteristics).
A methodological complex was developed, based on theoretical and methodological provisions of domestic and foreign scientists on the specifics of the problem of forming key competencies in learning, taking into account age and potential development opportunities of primary school children and adolescents with intellectual disabilities. A program has been developed to form the key competencies of pupils with
intellectual disabilities by introducing innovative teaching methods – STEM technologies that have allowed pupils to demonstrate the application of scientific and technical knowledge in real life.
Key words: special education, key competencies, cognitive development, motivation, socialization, intellectual development disorders, STEMoriented learning.
