Teaching a Foreign Language in Terms of Inclusion

Приставко К.В.

doi:10.7256/2454-0676.2023.1.37316

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Pedagogy and education

Reference:

Pristavko, K.V. (2023). Teaching a Foreign Language in Terms of Inclusion. Pedagogy and education, 1, 56–68. . https://doi.org/10.7256/2454-0676.2023.1.37316

Teaching a Foreign Language in Terms of Inclusion

Pristavko Kseniya Vladimirovna

Teacher in the Foreign Languages department of the Humanities faculty, Novosibirsk State Technical University

633162, Russia, Kolyvan, Siberian Combine, region, village. Kolyvan, ul. Sib-Combine, 9, of. Kolyvan, Sib. combine, 9

pristavko-ksuna.15@yandex.ru

Other publications by this author

DOI:

10.7256/2454-0676.2023.1.37316.2

EDN:

NKXCWU

Received:

15-01-2022

Published:

04-04-2023

Abstract: This article is devoted to the theoretical analysis of the problem of teaching a foreign language to people with disabilities in an inclusive education environment. The article also presents the author's view on overcoming the main difficulties associated with teaching a foreign language to people with disabilities. The authors considered the main legislative acts regulating inclusive education and the main periods of inclusion development in European countries. The authors also considered the main differences between the two learning systems: inclusion and integration, the most relevant problems of learning LOVZ in the conditions of inclusion, and solutions to these problems proposed by other authors of scientific research. Based on the conducted research, the authors made the following conclusions: inclusive education is one of the strongest of the modern education trends due to the change of views on disability and human rights in general; the goal of inclusive education is the comprehensive development of someone with disabilities, their socialization and realization of their potential in society, as well as providing opportunities for academic and professional mobility for LOVZ. The author's contribution to this article is to summarize the results obtained by other researchers. The authors have deduced concrete steps to solve the existing difficulties and proposed their own solutions to the existing difficulties.

Keywords:

inclusive education, disabilities, integration, globalization, approaches to teaching, education for all, human rights, life-long learning, acess to education, student-centered education
This article written in Russian. You can find original text of the article here .

References

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2. Declaration of Human Rights: Office. (2015). United Nations Organization.
3. Convention on the Rights of People with Disabilities: official text (2008). United Nations.
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5. Staricyna, S. G. (2020) Teaching a foreign language in conditions of inclusion: a retrospective analysis of problems. Shatilov readings, (1), pp. 46–50.
6. Guidelines for Inclusion: Ensuring Access to Education for All: official text. (2005) UNESCO.
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Peer Review

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The work "Teaching a foreign language in the context of inclusion" is submitted for review. The purpose of the article is to study the domestic and foreign experience of teaching people with disabilities a foreign language in an inclusive education environment. The research methods are: conducting an analysis of scientific publications on this topic and applying pedagogical reflection on one's own pedagogical experience. Despite the existence of laws and regulatory documents, a number of contradictions have been revealed between the state and social order and the real possibilities of teaching a foreign language to students with special educational needs in inclusive groups. The author noted a number of problems that need to be solved in order to achieve the best result in the process of teaching a foreign language in inclusive groups: technological security and material equipment of educational organizations; professional competence of teachers. There are also ethical and moral difficulties: the attitude of other group members towards classmates with health problems; concerns about how the behavior of students with disabilities will affect the learning process. A significant issue is the attitude of parents of children without restrictions to children with special needs. The contradictions identified by the author determine the relevance of the conducted research. As a result of the analysis of sources, effective strategies for inclusive education have been identified. The basic principles and rules for the presentation of educational material are highlighted, the directions for the development of work programs are determined, difficulties in teaching language skills and abilities are characterized. Attention is paid to the motivation and evaluation of the student's activities with disabilities. The criteria by which an inclusive education teacher should work are defined. The advantage of the work is to identify emerging difficulties in the process of implementing inclusive education and possible ways to solve them. The bibliographic list is correctly designed and contains 18 sources related to the research problem. The article is clearly structured, written in scientific language, contains theses and necessary arguments. Despite the advantages of the work, it is necessary to highlight several recommendations. Firstly, as one of the methods, the article indicates the use of pedagogical reflection on the own experience of teaching a foreign language to people with disabilities in conditions of inclusion. However, this analysis and its results were not presented in the work. Secondly, the scientific novelty of the research was not substantiated in the article. It is recommended to do this by paying attention to the personal scientific contribution to the development of this topic by the author himself. Thirdly, the available conclusions are generalized. It is necessary to structure them and highlight the main thing, and most importantly, to place accents in accordance with the age characteristics of students. Despite the highlighted remarks, the work makes a good impression. This article is relevant, of interest to the reading audience and, after revision, can be recommended for publication.

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