method of learning within the
framework of this approach
allows for the formulation of tasks
based on the interests and
characteristics of the child, and
also provides the opportunity to
implement individual and group
learning, the involvement of
various employees of the
educational environment, and the
inclusion of parents in this
process. It is important to take
into account individual ways of
achieving the same learning goals
for all students, that is, taking into
account the specifics of each
child's development (р. 25).
Thus, the analysis of the main
scientific positions on inclusion and
inclusive education shows the presence of
various approaches to the definition of
inclusion, some approaches focus on
creating equal opportunities for all
students (Peters, 2007), others on the
integration of children with special
educational needs in general educational
institutions (Gilman, 2007).
At the same time, it should be
noted that there are discrepancies in the
terminology of the specialized language of
inclusive education, in particular the
definition of such terms as "inclusion",
"integration", "special educational needs"
and others. This indicates the need to
systematize and standardize the specified
terminology, search for unity of opinions in
determining their content.
As for the systematization of the
terms of the professional language of
inclusive education, it is possible according
to the following criteria: functional
purpose (basic terms describing the
fundamental concepts of inclusive
education; specialized terms referring to
specific aspects of the educational process,
methods or approaches); terms describing
functional roles in an inclusive
environment (terms related to students
(e.g., "students with special educational
needs"), terms related to teaching staff
(e.g., "teaching assistant," "tutor"), terms
indicating the types of needs (physical (e.g.
"disability"); intellectual (e.g. "intellectual
disability"); sensory needs (e.g. "adapted
materials", "sign language"); psychosocial
needs (e.g. "psychological support", "social
adaptation"); terms related to teaching
methods (pedagogical methods
("individualized teaching", "special
educational programs", "inclusive
programs", "inclusive classes"), evaluation
and monitoring ("diagnostic evaluation",
"periodic evaluation progress").