Abstract
Nowadays in the scientific and educational community there is an increasing interest in exploring the opportunities of using digital technologies in inclusive education. The authors of the article reveal the relevance of this research area, based on current trends in the development of education, analysis of disability trends among children and adults in Russia. The authors clarified the following concepts: «digital technology», «digital innovation», «e-inclusion». The researches devoted to using digital technologies in correctional and developmental activities and inclusive education are analyzed; among them – virtual reality technologies, digital storytelling technologies, an immersive virtual simulator, developing software and didactic complexes. To identify the difficulties that teachers and students experience when using digital technologies in inclusive education, the authors conducted an experimental study. Teachers from 226 preschool educational organizations, 361 primary and secondary schools and 47 professional educational organizations of the Republic of Tatarstan participated in study. Based on the results of the study, it was concluded that it is necessary to implement a personalized approach to the psychological and pedagogical support of the digitalization of inclusive education. This approach, in the author's understanding, implies the implementation of an individual psychological strategy in education, which involves the use of teaching technologies, taking into account the psychological characteristics of students, their intellectual and physical potential, and the situational psycho-emotional state. The article also reveals the positive and negative effects of digitalization of inclusive education, the problem of Internet security in the digital environment.
Published Version
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