“Arab tili globallashuv
davrida: innovatsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
254
THE IMPORTANCE OF TEACHING FOREIGN LANGUAGES IN
INCLUSIVE EDUCATION
Nabieva Khilola Abdulmuratovna
A Teacher of Uzbekistan State World Languages University,
Theoretical Aspects Department
hilola.nabiyeva@mail.ru
Annotatsiya.
Ushbu maqola inklyuziv ta
’
limda xorijiy tillarni
o‘
qitishning
ahamiyatini
o‘
rganishga ba
g‘
ishlanadi.
Kalit s
o‘
zlar:
inklyuziv ta
’
lim, imkoniyati cheklangan
o‘
quvchilar, zamonaviy
pedagogika, til materiallari.
Annotation.
This article is devoted to the study of the importance of teaching
foreign languages in inclusive education.
Key words:
inclusive education, students with disabilities, modern pedagogy,
language materials.
Аннотация.
Данная статья посвящена исследованию значения
преподавания иностранных языков в инклюзивном образовании.
Ключевые слова:
инклюзивное образование, студенты с ограниченными
возможностями, современная педагогика, языковые материалы.
In modern society, mastering a foreign language becomes one of the priority
tasks, which is largely due to the rapid development of telecommunication
networks, various information platforms, as well as distance learning, and their
availability to the public for all categories of the population dictates its own
conditions of existence. Education for children with disabilities learning a foreign
language becomes one of the main tasks modern educational environment.
Inclusive education allows teachers to integrate a student with disabilities into
modern educational environment in such a way that it has the opportunity to
receive a quality education on an equal basis with others participants in the
educational process.
On May 19, in 2020 the Oliy Majlis adopted the new version of the Law "On
Education", which included the concept of inclusive (harmonized) education for
the first time. The Association of People with Disabilities of Uzbekistan, together
with experts, conducted an analysis of the compliance of the draft law with the
principles of inclusive education. On June 2, the Science, Education and Health
Committee of the Senate sent a request to the Association of Disabled People of
Uzbekistan, which unites 26 public organizations of people with disabilities, to
improve this law.
“Arab tili globallashuv davrida: innova
tsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
255
What does inclusive education mean? The Chairman of the Association of
Disabled People of Uzbekistan, member of the expert council of the Science,
Education and Health Committee of the Senate of the Oliy Majlis, Oybek Isokov
emphasized that the draft law should start with the definition of inclusive
education. It proposes that the following definition be included in the law:
"Inclusive education is the provision of equal rights to education in educational
institutions, taking into account the differences in special educational needs and
individual capabilities for all students. It only mentions that "inclusive education
is equal treatment of all children, including children with physical or mental
disabilities that exclude any form of discrimination during education. Children
with disabilities in physical or mental development, as well as children in need of
long-term treatment, are educated individually in state specialized educational
institutions, general secondary educational institutions, or in home conditions.
According to this article, inclusive education is not a priority, but only one of the
existing forms of education. Galina Nam, a researcher of inclusive education in
Uzbekistan and a doctoral student at the University of Waikato in New Zealand,
said that the priority for children with disabilities should be education in general
educational institutions, not in special boarding schools or at home.
Therefore, the educational process for students with disabilities should be
built taking into account not only their educational needs, but also their
educational abilities, which, in our opinion, is paramount task. Since teaching a
foreign language is carried out using various approaches for social groups,
including students with disabilities occupy far from the last positions, then in this
article we emphasize attention to teaching a foreign language to students with
disabilities capabilities of the musculoskeletal system.
To teach children with disabilities, the teacher should know the following:
understand the principles of inclusive education, have understanding of modern
health-saving technologies, owning techniques of student-oriented presentation of
material, as well as methods of productive learning. In this case, it should be noted
that, having difficulties communicating with other children due to difficulties in
movement, this category of children spends a large amount of time in Internet, and to
communicate with peers from other countries you need to know foreign language. In
addition, most children with disabilities capabilities of the musculoskeletal system
undergo rehabilitation for border in this case knowledge of a foreign language would
be a solution to the communication problem.
In modern pedagogy, much attention is paid to inclusive education. However,
teaching methods for this social group of foreign languages are practically absent.
Changing the priority from providing a large amount of knowledge to development
general cultural, personal and cognitive characteristics leads to the fact that practical
mastery of a foreign language comes to the fore tongue. Researchers of this social
group note that this status seems to be a rather vague concept, since children with
minor health problems and disabled children with severe cerebral palsy belong to the
same category of students.
“Arab tili globallashuv
davrida: innovatsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
256
However, it should be noted that in modern pedagogical science there is
definition of this category of students: students with disabilities are children
whose life activity is accompanied by any restrictions or lack of ability to carry
out activities in a manner considered normal for a person of this age.
In the situation under consideration, it comes to the fore listening and
speaking, as they form the basis for the formation skills in two other types of
speech activity
–
reading and writing. Exactly therefore, in programs for teaching
a foreign language to children with disabilities, special attention is paid to
teaching listening and speaking.
The principle of mobility
. Children with disabilities tend to be sedentary way
of life, therefore when learning a foreign language it is recommended adhere to
the principle of active activity to increase motivation to study the subject, as well
as to attract the attention that representatives of this social group are often very
absent-minded.
The principle of frequent change of activity.
As already noted, children with
disabilities often have distracted attention. In order to concentrate your focus on
learning English and completing certain training actions, they need to frequently
changes in types of learning activities.
Frequent listening of language structures.
Children with disabilities need
combine listening to a language structure with its repetition, this will allow
overcome the language barrier.
The principle of continuity and repeated repetition of language material.
Children with disabilities need to repeat the “introduced” language in
structions
many times to provide long-term storage of data
structures in students
’
memory.
The principle of continuity allows you to introduce
material gradually, following
the principle “from simple to complex.”
Discovery the student
’
s creative abilities through in English.
Through a foreign
language (due to its
diversity) the teacher can not only reveal, but also develop
creative abilities of the student, which will have a positive impact on
studying other
subjects in the humanities and natural sciences.
At each lesson, which is conducted
with a focus on children with disabilities,
it is necessary to use various gaming
technologies. Tasks,
presented in the form of a game, help children master the
material in
relaxed atmosphere, while each task must have a clear
the set educational
goal. Through the use of various didactic games, consolidation and training of
phonetic, lexical and grammatical skills, which are of paramount importance practical
significance, because teaching children with disabilities a foreign language is carried
out primarily based on listening and speaking.
In conclusion, training and support allow regular education teachers to
implement teaching foreign languages in inclusive education with ease and success.
References:
1.
White J., TJ D
’
Agostino, Ikramova Sh.,
O‘
Neill S., Conaghan B. Uzbekistan
Inclusive Diagnostic Study. University of Notre Dame. 2022.
2.
Bagrintseva O. B., Krivykh L. D. Inclusive teaching at the English language
lessons. Pedagogical Research. 2021. Vol. 4. P. 31
–
45.
3.
https://www.gazeta.uz/oz/2020/06/09/education-law/
