ИНКЛЮЗИЯ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА (INCLUSION IN

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The number of students with disabilities increases every year that is why we talk 
a lot about inclusive model of education. The definition given in Cambridge 
Dictionary for inclusion says it is the act of including someone or something as part 
of a group, list or a person or thing that is included. This term is used for describing 
the process of teaching the children with special educational needs (SEN). Experts 
imply a guarantee of equal access to education for all students considering variety of 
special educational needs and personal possibilities. 
The major capacity of any teacher according to the law of education in 
Kazakhstan is desire and ability to work with children with special educational needs. 
So all educational institutions must move steadily to practice of inclusive education. 
Kids with SEN are the children whose health doesn’t let them to learn 
educational programs or they have got some difficulties without special things in 
education and upbringing. 
A group of students with SEN is very diverse including children with disorder of 
ears, vision, speech, musculoskeletal system, with visible frustration of an emotional 
– volitional nature with autism – spectrum, children with mental retardation.[1, c.471] 
In my opinion English language is one of the hardest subject and its learning 
causes significant tension of the highest mental activity of student. In this regard, 
psychological strength of attention of learners increases. I consider that is why it is 
important to create a positive psychological climate to insure the students to believe 
in their power during the English lesson. 
The children with SEN learning English face to a number of complexities: they 
absorb lexical and grammar material slow and rarely use it in speech; they hardly 
ever understand grammar structures and it is too complicated to use them in practice. 
It is impossible to acquire complex structures in conversations because the level of 
teaching is depend on overall degree of formation of a child. However, such children 
can speak English according their own level of development.[2, c. 37] 
It seems to me that diversity of tasks and games, using of IT technologies, CD 
discs with different game programs help learners to memorize exploring material 
more easily and faster. It helps to possess common linguistic ideas which are 
available and necessary to learn how to speak and write in English. [3, c. 24] 
It is necessary to have a special place for relaxing where are toys, coloured – 
books, different sensorial materials in the classroom where the children with SEN 
study. Learners can rest there at the same time a neuro – psychic strain off reduces 
and a self – control ability increases. Such a place is popular among learners. 
Furthermore, I always use quiet classical music which lets to keep peace of mind 
and tune in to a lesson. As a warming up songs of popular British bands and 
musicians are also listened, it broadens the horizon founding social cultural 
competence. 
The socialization of children with SEN, the major purpose of inclusive 
education is implemented using these methods. 
In spite of a lot of questions are discussed intensively in special literature 
however its practice makes the first steps in Kazakhstan. Nowadays we do not have 

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any tutorials for children with SEN that is why I make some extra materials which are 
based on cross curricular program during the whole studying year. 
I always start my lesson using new phrases which broaden and consolidate 
lexical supply: “Good morning, everybody!”, “Hello, everyone!”, “Welcome to all of 
you”. 
Reading is the simplest but the most effective type of activity for learners with 
SEN on an English lesson. There are some kinds of reading in methodic of teaching 
nonetheless it is advisable to use only one of them - reading with full coverage. 
As usual the work with text begins with input of new vocabulary with support 
of different pictures of these words and their written samples.
Memorizing of new vocabulary is provided with various tasks, like unscramble 
the words, “word snake”, fill in the gaps, “snowball”, “fisher”. 
Multiple repeating of the material is a principle of successful assimilation of 
lexical units. 
Mainly work with texts is divided into three parts: pre-reading, while-reading, 
post-reading. 
Pre-reading includes following tasks: 

Making diagrams 

Selection of heading 

Answering the leading questions 
The second type is stable by its structure. Learners read the text after the teacher 
or speaker or they read the text together aloud. It helps to memorize the material 
On the last stage of the work with the text learners complete such tasks like 
matching, fill in the table, multiple choice, true or false.
During the lesson I use a methodic based on a peer learning. The learners are 
divided into dynamic groups and get cards with exercises. Tasks are completed in 
pairs and route maps are made. During the lesson a most-able student helps less-able, 
their work is assessed with peer assessment and mutual control. Students discuss the 
problems trying to solve them as a result of which creative favorable atmosphere is 
created so it expands independence and activity. 
Inclusive education gives an opportunity to children with SEN to have 
elementary level of English. Learning English on a common level can help students 
with SEN to adapt in society, become more independent and not to feel any problems 
in communication with peers. 
Список литературы 
1.
Бондарева А. В. Реализация инклюзивного образования на уроках 
английского языка в общеобразовательной школе// Молодой ученый. – 2017. - 
№5. – 503c. 
2.
Липатова А. И. Особенности обучения детей с ОВЗ английскому языку 
// Специальное образование. - 2017. - № 3. – 120с.
3.
Рузанова М. Н. Особенности реализации инклюзивного образования на 
уроках английского языка// Гуманитарные научные исследования. 2019. №4. – 
50с.

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