Organization of a foreign language lesson in the context of inclusive education
Significant changes have occurred in education recently resulting in new teacher requirements and drafting documents regulating implementation of inclusive education. Children with disabilities must have equal access to education and further self-realization in their lives. However, in practical work the implementation of inclusive education is accompanied by lots of problems (financial, material and technical, psychological, personnel, etc.), which must be addressed in order to provide all children with equal educational opportunities. Society as a whole, teachers, parents, and students are often psychologically unprepared to perceive children with disabilities as equals. An additional burden is also created for a teacher who should not only teach children the subject, but also adapt the curriculum for special children and conduct ongoing correctional treatment in overcrowded classrooms. Whether children with limited health abilities will become objects of derision on the one hand, or whether they will interfere with the high-quality educational process on the other hand – these are the questions asked by parents and teachers. Inclusion should be implemented for all school subjects. The purpose of the article is to consider the features of teaching children with special needs in foreign languages in a mass school. A foreign language is objectively one of the most difficult subjects. It is necessary to create special conditions for children with disabilities when teaching various aspects of a foreign language and types of speech activity. The paper offers some recommendations on the organization of a foreign language lesson in the new educational environment.