Innovative Pedagogy and Psychology Volume 4 Issue 2 (2021)
WHAT ARE THE CHALLENGES IN MANAGING INCLUSIVE CLASSROOMS?
Плиева Руслана Владимировна
Abstract
In this article, the author presents the results of a study of the methodological foundations from which it is proposed to solve the problems of inclusive education. The article reveals the essential characteristics of the inclusive educational process in the educational institutions, the features and functions of its management, the criteria of effectiveness. The objectives and technology of the organization of comprehensive support for the education of students with disabilities in educational institutions are defined. They also discuss the creation of conditions for students with disabilities to receive high-quality education, maintain and strengthen their health, provide them with psychological, pedagogical, medical, social and other assistance - a task that is extremely urgent. It is necessary to recognize the fact that the inhumanity of the current educational environment in relation to students with disabilities has become recognized by scientists and politicians relatively recently. Most likely, this happened under the influence of the UN policy adopted in 2006. The Convention on the Rights of Persons with Disabilities, which was also ratified by the Republic of Uzbekistan on 3 May 2008.
Инклюзия, класс, инклюзивное образование, специальное образование, главное направление, комплексное сопровождениеInclusion, Classroom, Inclusive Education, Special Education, Mainstreamинклюзия, синф, инклюзив таълим, махсус таълим, асосий йўналиш, комплексли амалга ошириш
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