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ОГЛАВЛЕНИЕ
Предисловие ............................................................................................................. 3
1. SPECIAL EDUCATIONAL NEEDS
AND INCLUSIVE EDUCATION ...................................................................... 5
1.1. The Complex Notion of Educational Inclusion, Disability
and Special Educational Needs....................................................................... 5
1.2. The Concepts of Integration and Mainstreaming
and the Principle of Normalization ................................................................. 8
2. INCLUSIVE AND SPECIAL EDUCATION IN RUSSIA:
PAST AND PRESENT ...................................................................................... 13
2.1. Development of Inclusive Education in the Russian Federation .................. 13
2.2. Laws, Policies and Programmes of Inclusive Education in Russia .............. 18
2.3. Inclusive Education in the Foreign Language Classroom ............................ 24
3. LEARNERS WITH SPECIAL EDUCATIONAL NEEDS:
TYPES AND CHARACTERISTICS.
DEFINING STUDENTS WITH SEN............................................................... 30
3.1. The concept of the norm and the anomaly in the development process ....... 30
3.2. Categories of Learners with SEN ................................................................. 31
3.3. Defining special education needs and disabilities ........................................ 35
3.4. Theories and Approaches to Teaching Students with SEN:
Constructivism VS Behaviourism ................................................................ 37
4. INCLUSION FOR LEARNERS WITH SENSORY IMPAIRMENTS ......... 41
4.1. Learning Environment .................................................................................. 41
4.2. Learning Environment for Sensory Impaired Students ................................ 44
4.3. Teaching Foreign Languages to Hearing Impaired Students ........................ 46
4.4. Teaching Foreign Languages to Visually Impaired Students ....................... 49
5. INCLUSIVE EDUCATION FOR STUDENTS WITH PHYSICAL,
SPEECH AND LANGUAGE DISABILITIES ................................................. 55
5.1. Learning Environment for Students with Physical Disability ...................... 55
5.2. Teaching Foreign Languages to Speech and Language
Impaired Students ......................................................................................... 57
93
6. INCLUSIVE EDUCATION FOR STUDENTS WITH INTELLECTUAL
DISABILITY OR MENTAL RETARDATION ............................................... 65
6.1. Learning Environment for Students with Intellectual Disability .................. 65
6.2. Teaching Students with Intellectual Disabilities .......................................... 68
7. INCLUSIVE EDUCATION FOR STUDENTS WITH BEHAVIOUR
DISORDERS AND EMOTIONAL DEREGULATION
(ATTENTION DEFICIT HYPERACTIVITY DISORDER
AND AUTISM SPECTRUM DISORDER) ..................................................... 74
7.1. Recognising Students with ADHD ............................................................... 74
7.2. Teaching Foreign Languages to Students with ADHD ................................ 76
7.3. Learning Environment for Students with Autism Spectrum Disorder .......... 79
7.4. Teaching Students with Autism Spectrum Disorder ..................................... 82
References ................................................................................................................ 86
94
Помуран Наталья Николаевна
ОБУЧЕНИЕ ИНОСТРАННЫМ ЯЗЫКАМ
В УСЛОВИЯХ ИНКЛЮЗИИ
TEACHING FOREIGN LANGUAGES
IN THE INCLUSIVE CLASSROOM
Выпускающий редактор И.П. Брованова
Дизайн обложки А.В. Ладыжская
Компьютерная верстка А.В. Сухарева
Налоговая льгота – Общероссийский классификатор продукции
Издание соответствует коду 95 3000 ОК 005-93 (ОКП)
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Отпечатано в типографии
Новосибирского государственного технического университета
630073, г. Новосибирск, пр. К. Маркса, 20
Учебное пособие
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