UDC 378

Dzhioeva G.K.¹ (Vladikavkaz, Russian Federation) – dzhioeva_55@mail.ru; Tsallagova Z.B.² (Moscow, Russian Federation) – tsallag@iea.ras.ru

¹North Ossetian State University named after K.L. Khetagurov

²Institute of Anthropology and Ethnology of the Russian Academy of Sciences

Abstract. The article is devoted to the study of specific features of the organization of the process of teaching and upbringing schoolchildren with disabilities. Developing inclusive education as an educational and upbringing process based on the recognition, acceptance and respect of the uniqueness of each student, the availability of education for all children, the school makes great efforts to provide an educational environment suitable and convenient for each student, regardless of his or her physical and physiological condition, social status, psychological characteristics, somatic health, etc. Based on the analysis of a fairly large volume of research on the identified problem, the authors came to the conclusion that in order to provide specialized assistance to students with special needs, optimize the educational and upbringing activities of schoolchildren with various physiological, physical, mental disabilities, it is important that teachers of comprehensive schools are prepared for the fact that these disorders manifest themselves in the immaturity of mental operations, a low level of vocabulary and general knowledge, the predominance of play motives in the child’s behavior, limited ideas and imagination, rapid fatigue in the process of implementing any intellectual activity, the absence of a sense of involvement and demand for their actions and deeds. In this case, inclusive education, as a rule, should be preceded by preparation for the acceptance of children with disabilities by all participants in the educational process: the school administration, teaching and student groups, parents. The article proves the thesis that conducting appropriate correctional work with schoolchildren with mental retardation significantly increases their chances of successful integration into society.

Keywords: inclusive education, children with disabilities, physical and mental disorders in schoolchildren, correction.

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For citation: Dzhioeva G.K., Tsallagova Z.B. Specificity of teaching schoolchildren with disabilities. CITISE, 2024, no. 4, pp. 362-370.