DOI: 
http://dx.doi.org/10.15293/1813-4718.2506.11
UDC: 
376+373-056.24
Kunkrikova Irina V
Кандидат педагогических наук, Prof. of the Department of Pedagogical Education, Kalmyk State University named after B. B. Gorodovikov, kjnirina75@mail.ru, Elista
Appaeva Yalman B
Кандидат педагогических наук, Prof. of the Department of Pedagogical Education, Kalmyk State University named after B. B. Gorodovikov, yalman61@mail.ru, Elista
Kekeyeva Zinaida O
Доктор педагогических наук, Prof. of the Department of Pedagogical Education, Kalmyk State University named after B. B. Gorodovikov, kekeeva-zo@yandex.ru, Elista

Conditions of Pedagogical Support for Children with Disabilities in Inclusive Education

Abstract: 
This article reveals the issues of pedagogical support for children with disabilities in inclusive education. The authors present various aspects to determine the essence of the pedagogical process based on the theoretical provisions of modern scientists. The article also indicates regulatory documents governing the process of pedagogical support in inclusive education. The purpose of the study is to substantiate the conditions of pedagogical support for children with disabilities. As a methodological base, a holistic approach to pedagogical support for students with disabilities was used; an environmental approach, as a process of interaction between a child and the socio-cultural environment, which ensures the achievement of educational goals. Research by scientists on the essence of pedagogical support for children with special educational needs made it possible to identify the conditions for implementation in inclusive education. As the authors note, in the process of implementing pedagogical conditions for supporting children with disabilities, their individual characteristics should be taken into account, taking into account mental and physical disabilities. It should also be noted that identical disorders in younger students require the development of separate adapted basic educational programs for each student. In pedagogical support, an important factor is the teacher’s readiness to interact with this category of children, which is manifested in the presence of special knowledge, in the need to expand and deepen it through advanced training, as well as acquiring their own experience in inclusive education. The authors point out that one of the important requirements for the conditions for implementing pedagogical support for students with disabilities is the availability of professional training of teachers, which is confirmed by the qualification requirements of the standard. The article presents a description of the material and technical support of an educational institution necessary for the implementation of the conditions for pedagogical support for students with disabilities. The results of the study. The authors provide statistical data obtained on the basis of standardized methods that allow us to determine the emotional and psychological state of students with disabilities, as well as the results of an experimental study of normotypic schoolchildren studying in an inclusive class, which can be used in the professional activities of teachers. In conclusion, it is concluded that pedagogical support for children with disabilities depends on various conditions and is the result of the joint activities of all participants in the educational process.
Keywords: 
pedagogical support; children with disabilities; inclusive education; inclusive class; adapted basic educational program
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References: 

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