THREE-LEVEL MODEL OF SUPPORT FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN AN INCLUSIVE CLASSROOM

Abstract

The purpose of the article is to determine the features of the organization in the educational process of three-level support for students with special educational needs in the context of inclusive education. The study reveals the scientific and methodological principles of organizing three-level support for students with special educational needs in an inclusive education. A model of coordinated support for the inclusion of a "special child" in the educational process at the level of other students is proposed. Inclusion is realized through the organization of a flexible educational environment focused on various educational needs, which is ensured by the creation of a universal learning design, teaching differentiation, implementation of adaptations and modifications. It is emphasized that at the first level of support the teacher together with the teacher’s assistant, teaching together, provide a universal design of the educational environment, which provides flexibility of content, process and learning outcomes with a focus on diverse children’s groups of inclusive classrooms. Differentiation of teaching is a means of ensuring a universal design of learning. It was found that the second level of support provides mastery of the adapted educational program due to the appropriate adaptations (adaptations) of the educational environment, learning approaches, materials. It is determined that the third level of support for students with special educational needs includes assistance in mastering a modified educational program, which is possible through simplification, exclusion, integration of a typical educational program, as a result of which "special children" have the opportunity to participate in joint activities. At the third level of support, the participation of special educators becomes important. It is concluded that the described model of support provides an opportunity for students with psychophysical development to receive quality education, to be successful full members of the student body, to receive the necessary assistance from the team of psychological and pedagogical support to successfully realize their potential.