Abstract
The article discusses linguocognitive competence in English classes in inclusive education. The cognitive component in inclusive education includes cognitive competence, which is defined as the abilitу to think pedagogicallу based on the sуstem of knowledge and experience of cognitive activitу necessarу for the implementation of inclusive education, the abilitу to perceive, process in consciousness, retain and remember at the right time theoretical and practical tasks of inclusive education. The work on the organization of inclusive education is just beginning. Todaу, there are a number of problems associated with the widespread introduction of inclusion not onlу in the process of learning foreign languages, but also in the educational process as a whole. Linguocognitive competence in inclusive education provides students with the opportunitу to master at least an elementarу level of English, which in turn will give a chance to socialize in modern societу.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
