| Annotation |
A form of convergence between general and special education systems is the creation of inclusive classes,
which consists of two categories of schoolchildren ‒ normally developing and schoolchildren with disabilities.
Normally developing schoolchildren have different levels of development ‒ from very high to very
low and therefore cannot master the educational program at the same level. Schoolchildren with disabilities
experience significant difficulties in mastering general education programs. Since the inclusive class is characterized
by heterogeneity of composition, the teacher is faced with the problem of teaching students taking
into account the existing unequal opportunities. The relevance of the article is due to the need to highlight
pedagogical technology, which can be taken as the basis for modeling the educational process in an inclusive
classroom. The article is a scientific review on the problem of differentiated learning and has the goal of substantiating and identifying the leading pedagogical technology applicable in the work of a teacher in an
inclusive classroom. The method of analysis of normative documents regulating primary general and special
education, the method of analysis of educational and methodological materials in the field of differentiation of
education, inclusive schools, comparative analysis of texts, the method of generalization and systematization
of teaching experience are used by the author. The article substantiates and defines the leading pedagogical
technology applicable in an inclusive classroom ‒ the technology of intraclass level differentiation, and describes
the general plan for organizing the work of a teacher to introduce this technology into the educational
process. A diagnostic complex is presented that makes it possible to solve the problem of selecting students
into groups that have individual typological differences in the performance of educational activities, with the
aim of their intraclass differentiation. According to N. F. Kruglova, reliable criteria for differentiating schoolchildren
in an inclusive class are the individual characteristics of the formation and functioning of the processes of
conscious voluntary regulation of activity, as well as the quality and level of formation of cognitive processes.
Prospects for further research are related to the development of methodological aspects of organizing the
work of an inclusive class teacher in conditions of intraclass level differentiation. |
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