Abstract
This paper is devoted to the problems of inclusive education in terms of training professional communication in English. The objective of this paper is to study and analyze specific features of inclusion from a methodological perspective. The authors sum up various approaches to the definition of inclusion and reveal that the main requirements to the teaching staff include professional attributes, competence and some general criteria. All this can significantly affect the process of teaching handicapped students. Language training syllabus components are also taken into consideration, the described teaching strategy represents an antipode of traditional educational form called “flipped classroom” pedagogical technique. The authors study the technique application from different angles showing advantages and disadvantages that are intrinsically linked with the issues of teaching quality improvement. All the above mentioned proves the fact that foreign language teaching within the framework of inclusive education has to represent the form of componential complimentarity interconnected with the professional language theory towards individual needs and the system of values of the handicapped students.
Highlights
Nowadays in modern society an attention is increasingly paid to an issue of teaching the handicapped children at school but in higher education institutions as well
Inclusion is globally accepted and is considered worldwide as the most humane ideology that provides for excluding any form of handicapped students discrimination
The aim of this paper is to study and analyze specific features of inclusion from a methodological perspective
Summary
Nowadays in modern society an attention is increasingly paid to an issue of teaching the handicapped children at school but in higher education institutions as well. Joint education of students with different physical capacities or, in other words, inclusive education, is one of the ways of integrating the handicapped students into an area of professional education. Modern institutions of higher education are focused on adapting the educational system to special needs of handicapped students with their objectives of getting a high-quality higher professional education and being settled in life. The key feature of such educational establishment is the search for the new approaches, methods and modes of study and their implementation in the interests of special students [Osikova & Alekseeva, 2017, p. The aim of this paper is to study and analyze specific features of inclusion from a methodological perspective
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