Abstract:

The article deals with the issues of implementation of the teaching foreign language in the inclusive educational environment of a digital school. The relevance of this article is due to the increasing attention of the world scientific and pedagogical community to the problem of finding effective ways and mechanisms to include all children in a school mainstream educational environment that meets the individual educational needs and abilities of each child, especially in the era of digitalization and continuous increase in the potential of digital communication technologies. In addition, in the last decade the attention among teachers to the issues of updating the methodology of teaching a foreign language in the inclusive education has increased due to the growth in the number of children with special educational needs in mainstream schools. The aim of this article is to theoretically justify and describe the results of the implementation of the pedagogical model developed by the authors to organize the process of teaching a foreign language in an inclusive educational environment of a digital school, contributing to the development of children's socio-communicative skills and improving their academic achievements necessary for their successful socialization. The experimental work was carried out in mainstream schools of the Republic of Tatarstan, as well as in the framework of professional development courses for foreign language teachers. The article characterizes inclusive technologies, the application of which in the process of teaching a foreign language proved their effectiveness.

Keywords:

Inclusion, special educational needs, educational technology, teaching foreign language, inclusive class, communication.