Teaching a Foreign Language in Terms of Inclusion

This article is devoted to the theoretical analysis of the problem of teaching a foreign language to people with disabilities in an inclusive education environment. The article also presents the author's view on overcoming the main difficulties associated with teaching a foreign language to people with disabilities. The authors considered the main legislative acts regulating inclusive education and the main periods of inclusion development in European countries. The authors also considered the main differences between the two learning systems: inclusion and integration, the most relevant problems of learning LOVZ in the conditions of inclusion, and solutions to these problems proposed by other authors of scientific research. Based on the conducted research, the authors made the following conclusions: inclusive education is one of the strongest of the modern education trends due to the change of views on disability and human rights in general; the goal of inclusive education is the comprehensive development of someone with disabilities, their socialization and realization of their potential in society, as well as providing opportunities for academic and professional mobility for LOVZ. The author's contribution to this article is to summarize the results obtained by other researchers. The authors have deduced concrete steps to solve the existing difficulties and proposed their own solutions to the existing difficulties.

life-long learning, human rights, education for all, approaches to teaching, globalization, integration, disabilities, inclusive education, acess to education, student-centered education