Organizing Differentiated Teaching in the Conditions of Inclusive Education

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The article attempts to define the essence of inclusive teaching and indicate the need to implement it in schools to respond to the need to build an open society. The article outlines a historical sketch of the assumptions of inclusive teaching, which became one of the foundations of its crystallization. It identifies the problem of differentiated teaching in an inclusive classroom, where the emphasis should be on creating an appropriate educational environment, organizing the teaching process, and modifying programs to achieve educational success for children with various special educational needs. The attempt to define the essence of student assessment in the adopted concept of differentiated teaching also seems necessary, as it gives teachers personalized information about their students’ educational progress. Enables ongoing changes in their teaching strategies to stimulate students’ independence when acquiring knowledge, skills and competencies.