STUDY OF THE STATE OF COMMUNICATION TIES OF PRIMARY SCHOOL AGE CHILDREN IN THE PROCESS OF SUPPORT DURING INCLUSIVE EDUCATION

Abstract

The state of communication ties of primary school age children in the process of support during inclusive education is a very relevant topic in modern education. Inclusive education allows providing equal opportunities for learning and development to all children, regardless of their characteristics and needs. However, successful implementation of inclusive education requires establishment of effective communication between students, teachers and parents, as this allows for mutual understanding, assistance and development of all children. The purpose of research is to study the state of communication ties of primary school age children in the process of support during inclusive education, to find out characteristics of communication between students and teachers, to identify problems of interaction and to develop recommendations for improving communication ties in the inclusive education. Research methods applied: theoretical analysis of literature devoted to the issue of communication of primary school age children in the conditions of inclusive education, projective method «School of animals», the author’s Questionnaire for parents «Determining the level of child’s adaptation to school», work of focus groups with participation of representatives of the support team, as well as quantitative and qualitative data processing. The results of the study can be useful for development of effective strategies for support and assistance of children with different educational needs in the learning process, which is extremely important for successful implementation of inclusive education. In addition, this research can contribute to improvement of approaches to education and upbringing of children in the inclusive environment, as well as to ensure their successful adaptation in society.