TEACHING A FOREIGN LANGUAGE TO PRIMARY SCHOOLCHILDRENIN CONDITIONS OF INCLUSIVE EDUCATION
The article deals with the specifics of teaching a foreign language at an early stage of a comprehensive school in conditions of inclusive education. Inclusive education is the most advanced training system based on co-education of healthy children and children with disabilities. Thus inclusive practice ensures equal access to education, creates necessary conditions of adaptation of children, regardless of their individual characteristics, educational achievements, their native language and culture, their mental and physical capabilities. The role of the foreign language in the implementation of the inclusive approach in teaching younger students with developmental delays, is to enable the development of the child's personality, to stimulate the need to discover new things and understand the world and himself/herself, and his/her socialization. The article describes the specifics and provides practical advice on teaching a foreign language at an early stage of secondary school to children with visual impairment. The authors conclude that the choice of an effective form of foreign language teaching to children with disabilities in conditions of inclusive education is still debatable. There is inadequate methodological development of this area, lack of specialized teaching and technical equipment, as well as professionals who are ready to work in the sphere of inclusive education. It is recommended to make extensive use of the individualization of the educational process, the creation of an educational environment in which one can achieve success; to take into account the specifics of cognitive functions of a disabled child, because for his ideas schematism, verbalism, fragmentariness are typical; to include at the lesson realities, Kyuiziner sticks, Braille cards, the method of complete physical reaction, techniques to perfect listening; to use the Internet.