МЕКТЕП МҰҒАЛІМДЕРІН БІЛІМ БЕРУ ЖҮЙЕСІНДЕ ИНКЛЮЗИВТІ ОҚЫТУҒА ДАЙЫНДАУ

Abstract

Abstract. This article describes the co-education of special children with developmental disabilities in order to facilitate the process of socialization and integration along with healthy children. The characteristic of the adopted documents, laws, resolutions related to inclusive education is given. In particular, it is noted that as a member of the international community, the Republic of Kazakhstan fully supports the basic principles of international conventions and declarations. The Universal Declaration of Human Rights, the "Declaration of the Rights of Persons with Disabilities", the "Declaration of the Rights of the Mentally Retarded", the "Convention on the Rights of the Child", the Law on Education of the Republic of Kazakhstan "on policy and principles of practical activity in the field of education for persons with special needs " and the Government decree provide for the inclusion of children with disabilities in the issues of education and training teachers in this field. It is said that inclusive education is the co−education of special children with minor developmental disabilities with healthy children in order to facilitate the process of socialization and integration. Inclusive education -allows all children to actively participate in the life of preschool institutions, schools and lyceums; defines the equal rights of students. The concept of inclusive education and upbringing is defined, the content of schools operating in an inclusive educational environment and three different educational programs are outlined. It should be noted that the professional training of teachers of inclusive education is the main condition for the active introduction of inclusive education, dynamic, comprehensive, professional and individual education. This is expressed in the form of special knowledge, skills and abilities of inclusive education, which are expressed in positive trends and the need to introduce inclusive education. In addition, we will talk about the conditions for the effective work of teachers of inclusive schools. In inclusive education, we will talk about the requirements for school teachers-readiness and ability to cooperate with specialists in the field of medicine, psychology and neurology. Key words: Inclusive, special child, socialization, integration, child rights, speech therapist, defectologist, experiment.