INTEGRATING A PSYCHOLINGUISTIC APPROACH TO INCLUSIVE EDUCATION PRACTICE

Abstract

Currently, the only way to get education for children with various disabilities who need inclusive education is not enough to provide the student with the necessary equipment and conditions for the educational process.   For this, it is important to properly plan lessons, taking into account all the age and psychophysical characteristics of students.    Anamal children usually covered more, therefore, as much as possible, the lesson should be given a psycholinguistic orientation.    This makes it easier for students to communicate with their peers and express their opinions.