Abstract:

Today the society set a new global challenge to educational institutions: education availability for all categories of the population. The inclusive education for children with disabilities is a current problem. The inclusive education organization has several requirements. They are: a barrier-free environment, a package of adaptive educational programs, a system of psychological, pedagogical, medical and tutor support, adapted remote educational technologies, an e-learning system supplemented by a complex of traditional and innovative teaching methods, special training of pedagogical personnel. Except for these requirements, today special attention should be paid to the development of technical and information innovations in the implementation of various approaches, technologies, means, conditions for inclusive education of students with disabilities. It is necessary to build individual educational routes in accordance with special needs and the specifics of this contingent of students.

Methodology:
Our research studied the problems of communicative development of children with speech pathology at all levels of study. Classes were held with a group of schoolchildren on a regular basis, weekly, monthly courses. The purpose of the classes is to return the speech of students to the standard age level and improve communicative abilities in the classroom. Traditional classes were supplemented by computer support (corrective-developing interactive computer games; log pads; video and audio recordings; conference ZOOM resource). Diagnostics of communicative skills were carried out according to the methods: Zuckerman G.A. "Mittens," "Who is right?," "Left and right sides" method, "Joint sorting" task.

Results:
During the year, corrective classes were held with primary school students with speech pathology and a low level of communication. Experimental data showed that in groups where various information technologies were actively used, there was a significant increase in the level of communicative abilities of children. It also revealed significant changes in the emotional attitude to joint activities, the ability to negotiate, also productivity of joint activities, mutual control in performance of activities and mutual assistanceare increased.

Conclusions:
Corrective work with pupils with speech pathology using various information technologies allows to develop communicative abilities and improve the socialization of children in the classroom.

Keywords:

Inclusive educational environment, speech pathology, information technologies.