INCLUSIVE EDUCATION IN TEACHING FOREIGN LANGUAGES: ADAPTATION OF METHODS FOR LEARNERS WITH SPECIAL NEEDS

Abstract

Inclusive education is an important component of modern pedagogical practice, aimed at ensuring equal opportunities for all learners, regardless of their physical, cognitive, and emotional characteristics. It promotes the development of an educational environment that takes into account the needs of each higher education student, creating conditions for their successful learning and socialization. In the context of teaching foreign languages, an inclusive approach involves the adaptation of methods, resources, and pedagogical strategies for individuals with special needs, enabling them to effectively acquire language skills.The article explores the specifics of adapting traditional foreign language teaching methods for students with various types of special needs, such as hearing impairments, vision impairments, autism, dyslexia, and more. It discusses methods of individualizing learning, including the use of multimedia resources, audiovisual materials, and specialized programs and technologies for individuals with disabilities. Particular attention is paid to the use of pedagogical approaches such as visual and audio materials, which enhance information perception, and individualized tasks that account for the varying levels of student preparedness.Furthermore, the article highlights the role of inclusive education in the development of social skills, increasing students’ motivation to learn, and facilitating integration into the educational environment. It also discusses methods for correcting educational processes for students with autism, dyslexia, and other disorders, which create a comfortable learning and development environment.The article examines pedagogical strategies that can be used to create a positive and supportive atmosphere in the classroom, where every student can develop language skills without barriers.Through the implementation of inclusive methods in foreign language teaching, opportunities for students with special needs are significantly expanded, contributing to their socialization, increased self-confidence, and the creation of equal conditions for the development of language skills.