Features of learning foreign languages at school under the conditions of inclusive education

Autores/as

  • Chernysh V. Valentyna Kyiv National Linguistic University. Kyiv, Ukraine.
  • Navolska I. Halyna Ternopil Volodymyr Hnatiuk National Pedagogical University.Ternopil, Ukraine.
  • Rusavska O. Olha National university "Odessa Maritime Academy”. Odessa, Ukraine.
  • Ryabokin Nataliіa Poltava Institute of Economics and Law. Poltava, Ukraine.
  • Paustovska V. Marianna Kyiv National Linguistic University. Kyiv, Ukraine.

DOI:

https://doi.org/10.20952/revtee.v13i32.14964

Palabras clave:

Inclusive education, pupils (students) with special educational needs, learning foreign languages.

Resumen

Pedagogical experience testifies to the positive introduction of the practice of inclusive education of pupils with special educational needs into the educational process, in particular during learning foreign languages. The purpose of the academic paper is to reveal the features of learning foreign languages at school under the conditions of an inclusive education. The following methods have been used in the scientific article, namely: the methods of theoretical analysis, the method of decomposition analysis, the method of induction, the method of analogy, the method of comparison, the method of scientific abstraction, the method of description, the method of observation, the method of measurement, the method of modeling. It has been found that pupils with special educational needs are actively involved in the educational process of educational institutions, including schools. It has been established that the rights of people with disabilities, including pupils with special educational needs, are governed by the provisions of the Convention on the Rights of Persons with Disabilities and World-Readiness Standards for Learning Languages. It has been established that in the United Kingdom, in particular in England and Wales, there is a program which stipulates that all students, in particular those with special educational needs, should take a foreign language course. It has been proven that there is a special course in Scotland, which provides opportunities for pupils with special educational needs to learn a modern language while studying at the secondary school. It has been established that an active policy of attracting pupils with special educational needs to study at secondary schools has been operating in Finland. It has been found that in Germany, the law establishes rules for the inclusion of students with special educational needs in the general education system. The practice of inclusive education in the USA has revealed that during the 2017/2018 academic year, almost 7 million persons received special education between the ages of 3 and 21.

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Biografía del autor/a

Chernysh V. Valentyna, Kyiv National Linguistic University. Kyiv, Ukraine.

Doctor Hab. of Pedagogical Sciences, Professor, Head of Department, Faculty of Roman Philology and Translation, Department of Foreign Languages Methodology Teaching and Information and Communication Technologies. Kyiv National Linguistic University. Kyiv, Ukraine.

ORCID:  https://orcid.org/0000-0002-5457-5024

Navolska I. Halyna, Ternopil Volodymyr Hnatiuk National Pedagogical University.Ternopil, Ukraine.

Candidate of Pedagogical Sciences, Associate Professor, Faculty of Foreign Languages, Department of Foreign Languages. Ternopil Volodymyr Hnatiuk National Pedagogical University.Ternopil, Ukraine.

ORCID: https://orcid.org/0000-0003-4196-0123

Rusavska O. Olha, National university "Odessa Maritime Academy”. Odessa, Ukraine.

Associate Professor, Candidate of Philological Sciences, English Language Teacher, Marine Transportation and Technologies. National university "Odessa Maritime Academy”. Odessa, Ukraine.

ORCID: https://orcid.org/0000-0003-1513-1540

Ryabokin Nataliіa, Poltava Institute of Economics and Law. Poltava, Ukraine.

Candidate of Philological Sciences, Head of the Department, Associate Professor, Department of Philology and Social Sciences and Humanities. Poltava Institute of Economics and Law. Poltava, Ukraine.

ORCID:  https://orcid.org/0000-0001-5950-8798

Paustovska V. Marianna, Kyiv National Linguistic University. Kyiv, Ukraine.

Candidate of Pedagogical Sciences, Associate Professor, School of Translation Studies, Korunets Department of English and German Philology and Translation. Kyiv National Linguistic University. Kyiv, Ukraine.

ORCID: https://orcid.org/0000-0002-1228-2178

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Publicado

2020-12-14

Cómo citar

Valentyna, C. V. ., Halyna, N. . I. ., Olha, R. O. ., Nataliіa R. ., & Marianna, P. V. . . (2020). Features of learning foreign languages at school under the conditions of inclusive education. Revista Tempos E Espaços Em Educação, 13(32), 1–16. https://doi.org/10.20952/revtee.v13i32.14964

Número

Vol. 13 Núm. 32 (2020): Publicação Contínua

Sección

Publicação Contínua

Licencia

À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.