Abstract:

At present, inclusive education is the generally accepted paradigm of the modern education system in most parts of the world. Year by year, a growing number of children who have been marginalized for a long time, especially children with special educational needs (SEN), are included in the educational process along with their normally developing peers. However, experience shows that the inclusion of children with SEN is often carried out by means of transferring them physically to general education classes, and they are not provided with the necessary help and support. This issue is particularly acute for foreign language teachers due to the fact that only in recent decades, the problem of teaching a foreign language to children with SEN in an inclusive educational environment has become a matter of academic discussions, since this process was considered unreasonable until that time in most countries worldwide. At the same time, despite a significant number of academic papers devoted to the problems of inclusive education, there are especially relevant issues concerning informed choice and practical use of effective methods when teaching a foreign language which take into account the features of an inclusive educational environment. The article aims to identify and characterize the complex of modern methods for teaching a foreign language, contributing to the successful and complete inclusion and active participation of each child in the educational process. The academic novelty of the research is in the fact that the authors have developed and experimentally tested a pedagogical model of teaching a foreign language in an inclusive educational environment in School No.1 of the Republic of Tatarstan. The theoretical methods of analysis and generalization used in the study were based on the works of A.J. Artiles, N.N. Malofeev, H. McColl., A.A. Ortiz and others. During the research, the authors studied and conducted the comparative and contrastive analysis of foreign and Russian theoretical and empirical material on the topic of the research, as well as qualitative and quantitative comparative analysis of the research results and used pedagogical design. As a result, they came to the conclusion that a targeted and deliberately organized process of teaching a foreign language based on the introduction of a pedagogical model of teaching a foreign language in an inclusive educational environment, based on the use of a complex of identified modern methods, contributes to an increase in the effectiveness of the educational process, creates situations of permanent interactions between students and increases their motivation level. The practical implications of the research can be used by the administration of general educational organizations during the organization of inclusive education, by teachers of foreign languages who implement inclusive education.

Keywords:

Inclusive education, teaching, foreign language, children with special educational needs, inclusive technologies.