Forming a communication culture with children with special educational needs

Abstract

This article considers the problem of inclusive education in terms of formation of a communication culture with children from inclusive groups. The problem attracts the attention of the world community. In the Republic of Kazakhstan, an inclusive approach has become one of the priority areas of the State Program of Educational Development. In modern psychology and pedagogy, the integration of disabled children into a common and indivisible space with non-disabled children of the same age is comprehensively represented in the principles of equal education for all, humanization of society and education, consideration of children with disabilities as individuals from the social side, and involvement of parents in the educational process as active subjects. The main points of the culture of communication with children with special educational needs are based on inclusion and research by scientists and practitioners who have developed ways to create an inclusive culture in educational organizations. The conditions for a successful result are the development of respect for diversity, tolerance for differences, a policy of cooperation and encouragement of achievements of special children, etc. Such conditions are the basis for building an inclusive community. The authors of the article suggest the technology of preparing teachers to work in an inclusive educational environment, which considers the organizational structure of the model of education as a systematic way of interaction between students and teachers, allowing them to successfully form motivational-value, operational-action, reflectiveevaluation actions. To master these skills, specially organized pedagogical and psychological assistance is required