Features of learning foreign languages at school under the conditions of inclusive education

Chernysh V Valentyna,Rusavska O Olha,Navolska I Halyna,Ryabokin Nataliіa,Paustovska V Marianna

doi:10.20952/revtee.v13i32.14964

Abstract

Pedagogical experience testifies to the positive introduction of the practice of inclusive education of pupils with special educational needs into the educational process, in particular during learning foreign languages. The purpose of the academic paper is to reveal the features of learning foreign languages at school under the conditions of an inclusive education. The following methods have been used in the scientific article, namely: the methods of theoretical analysis, the method of decomposition analysis, the method of induction, the method of analogy, the method of comparison, the method of scientific abstraction, the method of description, the method of observation, the method of measurement, the method of modeling. It has been found that pupils with special educational needs are actively involved in the educational process of educational institutions, including schools. It has been established that the rights of people with disabilities, including pupils with special educational needs, are governed by the provisions of the Convention on the Rights of Persons with Disabilities and World-Readiness Standards for Learning Languages. It has been established that in the United Kingdom, in particular in England and Wales, there is a program which stipulates that all students, in particular those with special educational needs, should take a foreign language course. It has been proven that there is a special course in Scotland, which provides opportunities for pupils with special educational needs to learn a modern language while studying at the secondary school. It has been established that an active policy of attracting pupils with special educational needs to study at secondary schools has been operating in Finland. It has been found that in Germany, the law establishes rules for the inclusion of students with special educational needs in the general education system. The practice of inclusive education in the USA has revealed that during the 2017/2018 academic year, almost 7 million persons received special education between the ages of 3 and 21.

Highlights

Current tendencies in school education reform indicate a positive introduction of the practice of inclusive education of pupils with special educational needs into the educational process
According to the investigations of numerous practitioners, who study in depth the issues of inclusive education, the introduction of a number of advanced innovative and interactive technologies in the educational process can overcome the difficulties of teaching students with special educational needs and increase their learning outcomes
The results of the disclosure of the features of learning foreign languages at school under the conditions of an inclusive education have shown that the specifics of the formation and development of the system of inclusive education is currently a very relevant issue. It is governed by the provisions of international documents which primarily provide the involvement of students with special educational needs in the educational process, who will receive special education together with healthy students

Summary

Introduction

Current tendencies in school education reform indicate a positive introduction of the practice of inclusive education of pupils with special educational needs into the educational process. In accordance with the above mentioned, the issue of conceptual principles of the educational process, during which foreign languages are studied by students, including pupils with special educational needs at school under the conditions of inclusive education, acquires special relevance in the academic paper). Research objectives having set in the academic paper are as follows: 1) review of the theoretical principles of learning foreign languages at school under the conditions of an inclusive education; 2) analysis of training courses and training programs for teachers to teach foreign languages to students with special educational needs at school; 3) presenting practical experience of learning foreign languages by pupils with special educational needs at school

Methods

Results

Discussion

Conclusion