PROVIDING PSYCHOLOGICALLY FRIENDLY CONDITIONS FOR CHILDREN AS A MEANS OF INCREASING THE EFFICIENCY OF INCLUSIVE EDUCATION

Abstract

The issues raised in the article and the suggestions arising from them aim to improve the effectiveness of the native language teaching process in primary grades of general education schools in the context of inclusive education. The fact is that we have good teachers, achievements in organizing inclusive education, but serious substantive problems. It is obvious that teachers (no matter how skilled and experienced they are) have difficulties when working with students with SEN. True, they try to apply methodological tools and means: they facilitate, simplify, sometimes simply reduce the tasks in textbooks, but these works are not always effective. The reasons are many and varied. The problem is most emphasized during the teaching of children with intellectual development difficulties.

In this article, we have presented adapted tasks during both literacy and reading teaching, which will contribute not only to the acquisition of knowledge by students with SEN, but also to the development of independence and creativity by overcoming some difficulties.