Abstract:

Current school still looks for methods of education of different groups of students. Implementation of paradigm of inclusive education in pedagogical area change this sphere into a area of new ability, methods and new system.

Inclusive education is a continuous process which should offer high level of education and respect of diversity, needs, abilities, features and expectations of students with differential needs.

Nowadays, it should be noticed that the trend to define communication competence as a “multidimensional composition” including different specific competences is located not only in the area of a language and enables practical realization of different speech acts. Entering to the school area a child should have possibility to confront its previous competences in new situations and should have also occasions to participate in different situations in order to develop own competences to reach satisfying level (from the unit’s perspective) of functioning in different communicational relations not only at home and school environment. Therefore communicative competence should be incorporated rather as a complex competence and its range should be determined referring to specific competences which allow effective communication between student and teacher.

Developing communicative competences of students with special educational needs should take place simultaneously in many areas, taking into account:
(1) the personal meaning which should be attributed by student to knowledge; through adopting techniques and strategies of development individually tailored strategies to the student's ability.
(2) use language as a “tool” which allows to integrate content from a variety of fields of scientific cognition.
(3) strategy in relation to the form of classes (resignation from the frontal form on favor of working in small groups) which will enable students with different communication competences to better understand the discussed content.
(4) the use of methods based on mutual cooperation at work, where students with special educational needs will have the opportunity to present individual content reception, which may generate their greater activity during classes.
(5) managing the learning process in such a way which will allow the students functioning in the social space in the most satisfactorily possible way by performing specific roles.

The article will present the range of communicative competences of students with special educational needs. The highlight will be put into teacher’s “communication match” to the students' abilities, which is very important in building a common conversation exchange.

Keywords:

communication competences, special education, special needs