Interpretation of the communicative approach in the education of primary school in an inclusive class by the participants of the educational process (based on the study of educational institutions of Perm Krai)

Abstract

The research work deals with the study of the concept of communicative approach in the education of children with disabilities, the study gives the definition of «communication», «competence», «speech activity», «inclusive education». The research attempts with the review of theoretical literature on the problem of the communicative approach in teaching children with disabilities in general education institutions of the Russian Federation. The authors analyze the material of the regulatory framework for the implementation of inclusive education in the Russian Federation, refers to the empirical base of research questionnaires of teaching staff of educational institutions through the prism of the viability of inclusive teaching methods in Perm Krai. The authors point to the shortcomings of the forms of interaction between the teaching staff and children with special needs in the development, conclude that the implementation of the communicative approach in education is the most effective method of interaction within the framework of the inclusive education program in the Russian Federation, provide recommendations for the successful implementation of this approach. The analysis showed that information and communication competence most successfully developed in the work of small groups, with the group use of the case method in the application of the model method of training, especially when using different variations of business games and technologies based on the use of information and communication electronic technologies.