Teaching a foreign language in terms of inclusion

K. V. Pristavko
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Abstract

The article is devoted to the theoretical analysis of the actual problem of teaching a foreign language to people with disabilities in inclusive education. 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; the main periods of the development of inclusion 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; 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 trends in education, due to the change of views on disability and human rights in general; the goal of inclusive education is the comprehensive development of a person with disabilities, his socialization and realization of his potential in society, as well as providing opportunities for academic and professional mobility for LOVZ. The author's contribution in this article is to summarize the results obtained by other researchers. The authors have deduced concrete steps to solve the existing difficulties, as well as proposed their own solutions to the existing difficulties.
从包容性的角度来教授一门外语
本文对全纳教育中残疾人外语教学的实际问题进行了理论分析。文章还提出了作者对克服与向残疾人教授外语有关的主要困难的看法。笔者认为:规范全纳教育的主要立法行为;欧洲国家包容性发展的主要时期。作者还考虑了两种学习系统之间的主要区别:包容和整合;在包容条件下学习LOVZ最相关的问题;其他科学研究作者提出的解决这些问题的方法。基于所进行的研究,作者得出以下结论:全纳教育是现代教育趋势中最强劲的趋势之一,这是由于对残疾和人权的总体看法发生了变化;全纳教育的目标是残疾人的全面发展,他的社会化和实现他在社会中的潜力,并为LOVZ提供学术和职业流动的机会。作者在这篇文章中的贡献是总结了其他研究者的研究结果。作者推导了解决存在困难的具体步骤,并针对存在的困难提出了自己的解决方案。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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