INCLUSIVE EDUCATION AND ITS CORRECT ORGANIZATION (ON THE EXAMPLE OF DEAF AND HARD-OF-HEARING STUDENTS)
DOI:
https://doi.org/10.55640/Keywords:
inclusive education, deaf students, hard-of-hearing students, surdopedagogy, individual education, Salamanca Declaration.Abstract
This article examines in detail the theoretical foundations, essence and mechanisms of the practical organization of inclusive education. The international experience of inclusive education (Italy, Finland, USA, Great Britain) and its state in Uzbekistan is analyzed. The main attention in the article is paid to deaf and hard-of-hearing students, the pedagogical-psychological, methodological and organizational aspects of their education in general education schools together with healthy peers are revealed.
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References
1.Doyle, M. B. Inclusive Education in Italy. Italy, 2019.
2.C. Sundqvist a,b, C. Björk-Åmana and K. Ströma. The three-tiered support system and special education teachers’ roles in Swedish-speaking schools in Finland // European journal of special needs education. UK, 2019. – P.29.
3.Special educational needs and disability code of practice: 0 to 25 years. January, 2015. – 292 p.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.
Germany
United States of America
Italy
United Kingdom
France
Canada
Uzbekistan
Japan
Republic of Korea
Australia
Spain
Switzerland
Sweden
Netherlands
China
India
