Keyword: «individualization»

The article is an attempt to generalize the valuable experience of the Ryazan region teachers of English either from secondary schools or vocational colleges which brings about many facts of a permanent search of effective ways of teaching a foreign language as a unique instrument for not only the development of speech skills and habits but also a capability of solution of various tasks of communication in real spheres of life. The article is aimed at showing some brightest examples of teachers’ experience and drawing our attention to their importance.

The relevance of the topic of the article is exposed through the modern priorities of the development of education, which imply the creation of an inclusive educational environment, maximally focused on taking into account the special educational needs of students with disabilities in educational activities. The problem of the research presented in the article is determined by the existing contradiction between the need to ensure the quality of inclusive education of students with disabilities and the insufficient readiness of teachers to carry out professional activities in the context of the diversity of educational needs of specific students. The objectives of the study are the development of conceptual foundations for a new paradigm of professional development for teachers of different profiles on the basis of interdisciplinarity and team interaction; creation of a model for advanced training of teachers, involving the integration of knowledge and the operationalization of collegial skills to increase their competence in the field of building and implementing individual educational trajectories of students with disabilities in inclusive education. These aspects of the teacher's readiness for effective work in the context of inclusive education are considered as significant components of their professional activity in the context of the diversity of educational needs of students. The presented author's ideas make up the methodology for creating a new paradigm for professional development of educators, namely, the conceptual unity of the content of advanced training programs for teachers of different profiles; the expedient unity of theoretical knowledge as such and the ways of its practical use by teachers of different profiles; the unity and differentiation of the theoretical and operational components of professional development programs for teachers of different profiles, revealing the features of the individualization of education for a student with disabilities. The proposed model of professional teacher development on the problem of individualization in inclusive education concretizes these content ideas. The scientific novelty of the presented research is determined by the development of the author's paradigm for professional development of teachers from the standpoint of interdisciplinarity and team interaction in the process of creating an inclusive educational environment. The significance of the research results is characterized at the theoretical level in terms of expanding ideas about inclusive education and on the practical side – in terms of the development of an educational product in the form of a model for advanced training of school teachers of different profiles in relation to the individualization of the educational environment for students with disabilities.

This article provides a theoretical analysis of the current state of the educational process at the school level of education. The meaning of changes in the organization of the educational process in the context of digitalization of education is considered. The substantive differences of personalization of education from individualization and differentiation are analyzed. The importance of specialized digital tools in the implementation of the transformational scenario of modernizing the school was noted on the example of the Russian platform for personalized education within the framework of the program “Digital platform for personalized education for schools” of the Sberbank Charitable Foundation “Contribution to the Future”.

In this article the relevance of continuity between preschool and school is indicated, attention is drawn to one of the possible forms of organizing a "seamless" transition – competitive systems. The features of the educational environment of preschool organizations and schools that contribute to the identification and development of the potential of students inclined to technical creativity are described. The authors of the article present practical experience in organizing educational events on technical design and robotics.

The development of the principles and practices of inclusive education has exposed the adaptation of educational process components as a problem within a teacher's work. The solution to this issue should help to overcome the contradiction between the teacher-centred format of educational process and the implementation of an individual learning route for schoolchildren with special needs. The study aims to substantiate and operationalize the teacher's actions to design adaptive educational tools for including a child with special needs into a teacher-centred lesson, thus ensuring success in achieving common educational results with the rest of the schoolchildren. The aim of the study is to present special educational needs, described as an individual psychosocial development of schoolchildren with special needs, as a dynamic phenomenon that defines the specific conditions needed to achieve the planned educational results. The study presented in the article resulted in the development of an algorithm for a layer-structured adaptation of the teacher-centred lesson to the specific work with a child with special needs in the context of inclusive education. Such an algorithm presents the operationalization in a teacher's work when developing adaptive pedagogical tools. The implementation of the algorithm within the work of primary general and basic general education teachers shows a significant positive effect regarding the individualization of the activities of a child with special needs during the teacher-centred lesson. At the same time, the analyses revealed that some teachers lacked prognostic and reflective skills. The theoretical relevance of the study is determined by the development of the conceptual field of inclusive education, as well as the scientific ideas about the pedagogical mechanisms for adapting the educational environment to the needs of schoolchildren. The practical relevance is reflected in the algorithm for the development of adaptive pedagogical tools, which will help teachers to achieve the required individualization of the educational process as an integral part of ensuring the quality of inclusive education.