Anastasia A. Voronova

In the context of digitalization of society, a comprehensive school faces new challenges, a school that gives a start in life to students with disabilities. Currently, teachers should be ready to provide pedagogical support to their students in mastering new and rapidly updating technologies. Pedagogics should be ready to keep up with the times to solve the problems of socialization of students with disabilities. The purpose of this article is to comprehensively consider the current state of readiness of teachers for socialization of students with disabilities in the context of digitalization of society. The work includes a survey to study the digital competence of teachers, without which it is impossible to solve the tasks of socialization at a decent level. The teacher should be psychologically prepared, have appropriate knowledge in the field of digital technologies, have the skills to use them in practice. Due to the absence of a special subject for the study of digital technologies at school, the solution of socialization problems in the conditions of digitalization of society is seen through the introduction of digital technologies into lessons in various subjects, correctional and developmental classes and educational practice, explaining their significance and opportunities. As a result of the study, the specific features of teachers' motivation to use digital technologies in their professional activities are defined, the value-meaning foundations of their activities in this direction are analyzed and the characteristics of teachers' functional readiness are highlighted. The article defines vectors and ways of teachers’ professional improvement in terms of the introduction of students with disabilities into the modern world, where digital technologies are important tools. The theoretical significance of the article lies in the fact that for the first time an analysis of the readiness of teachers for the socialization of students with disabilities in the conditions of digitalization of society has been made. The article will be useful for teachers working with children with disabilities, developers of advanced training courses, scientists conducting research in the field of teachers’ professional development.

In modern conditions of the developed information environment, media literacy skills are necessary for the socialization and personal development of an individual. Media literacy allows a person to use the media space safely, to question incoming information from the media environment, not to fall for the tricks of online fraud and the spread of misinformation. People today are focused on information coming from the media space, and this fact emphasizes the urgency of the issue of developing media literacy, teaching young people how to communicate using technical means (not only at the amateur, but also at the professional level). The ability to build communications on the Internet effectively allows the individual to become more competitive in the labor market. Media literacy needs to be developed from school age. The Federal Law “About Education in the Russian Federation” defines the concept of inclusive education, which allows children with disabilities to get education. The study presents a model for the formation of media literacy among students in the framework of inclusive education. The leading research approaches in the article are the concepts of proximal development zone and the activity-based approach (L. S. Vygotsky and A. N. Leontyev); theory of media education (V. Weber, Yu. S. Inyakin, O. P. Kutkina, A. V. Fedorov). The model is developed on the basis of theoretical analysis and pedagogical experience. It is suitable for students with disabilities with the observance of the “no harm” rule for students with conditionally normal development. The authors highlight the forms and methods of media literacy formation within the framework of inclusive education; examine the knowledge, skills necessary for media literacy; describe the principles and conditions that allow us to use the model for both normatively developing students and for children with disabilities. The article will be interesting to educators, psychologists of comprehensive and correctional schools, students and graduate students specializing in “Special defectological education” training area.

In modern conditions of informatization and globalization of society, the formation of media literacy in children by means of education is of particular importance. The UN Declaration on Human Rights notes that media literacy is an important part of the modern person competences. In addition, the international Academy of media studies notes that media competence is necessary to preserve historically accurate information. The media, computer technology and the global Internet play an important role in the life of modern person. Any educational process always refers to the media: let it be books, movies or modern computer technology, including the Internet. A large flow of diverse and not always correct and reliable information, the spread of such phenomena as "cybercrime", "Internet addiction", sites promoting deviant behavior – these are the negative aspects of media products widespread distribution. Students with disabilities are a particularly vulnerable category. Media literacy among students with disabilities is an important component of their personal development, socialization, future independent life in society. The purpose of the article is to identify the problems and conditions for the successful formation of media literacy in students with disabilities on the basis of theoretical analysis of literature and pedagogical experience. In the article, the authors analyzing the works of domestic and foreign researchers refer to the concept of "media literacy". This concept has a terminological variety and is examined by researchers from different points of view. The authors substantiate the relevance of media literacy formation in students under the conditions of inclusive education. This problem is poorly studied in science. Particular attention is paid to the difficulties faced by teachers of inclusive classes, and to the ways of overcoming them in the process of formation of media literacy in students with disabilities. The leading concepts in the study are L. S. Vygotsky's "zone of proximate development" and A. N. Leontiev's "activity-oriented approach". The authors identify three blocks of conditions necessary for the organization of this process when working with children with hearing and vision impairments, mental retardation, autism spectrum disorders. In describing the complex of conditions that contribute to the formation of media literacy, the authors take into account the following aspects: the social order of society; the specifics of the educational process in an inclusive environment. The article may be interesting for teachers of secondary schools, students of "Special (defectological) education" area of training, and postgraduate students.