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30inclusion. You can also help the children understand what it is not to be able to walk or see, by giving them a wheelchair and asking them to join in a tag game with the other children, and so on.
Stories. Stories are a great way to open the eyes of a child to a world that they have not experienced. Pick up stories of children with disabilities to read with the class. Show pictures, ask questions and use this as an opportunity to share more about disability and how we need to include and accept people with disabilities. If you have a child with a disability in your classroom, and there are issues of exclusion, teasing or bullying among the children, you can make up short stories and scenarios to facilitate discussion and conversation among the children.
Elaborate on Strengths. Help your children understand that each person has strengths and weaknesses. Make it a habit to emphasize on each child's strengths. Even within a regular classroom there are children with varying levels of ability. If you have a child with a disability in your class, help the class know and understand his abilities too.
Field Visits. Field visits are another great way to help children understand more about disability and inclusion. Some suggestions are taking the class to the child's physiotherapist, or home, taking the children to a rehabilitation center, taking them to visit a person with a disability who is working at his workplace.
Inclusion in Communication. Some children with disabilities may use special techniques for communication. They may use sign language, or some gestures, or a picture board. Usually, helping the teacher to understand the child's communication is focused on. However, this is not enough. It is equally important that other children learn to understand and communicate with the special needs child in their classroom. Learning sign language can be made a fun activity for the whole classroom.
Inclusion is an attitude that can be taught right at preschool. Children who learn inclusion early in life grow up to be adults who accept and integrate people with disabilities. Keep this in mind. Teaching inclusion in preschool is not just something that will benefit the child with special needs, it's something that is going to benefit and change your entire class, and even you.
References
1. "What is Inclusive Design". Inclusive Design Research Centre. OCAD University. Retrieved 13
November 2015.
2. Wilkinson Richard; Pickett Kate (2010). The Spirit Level- Why Equity is Better for Everyone
(2010 ed.). England: Penguin Books. p. 113. ISBN 978-0-241-95429-4.
USE OF INFORMATION COMPUTER TECHNOLOGIES IN RUSSIAN LANGUAGE AND LITERATURE CLASSES Kuldasheva F.I.
Kuldasheva Fazila Israilovna — Teacher of Russian language and Literature, THE STATE SECONDARY SCHOOL № 10, NAVOI, REPUBLIC OF UZBEKISTAN
Abstract: the article reveals the relevance of the use of information computer technologies at the lessons of the Russian language and literature. The directions of using ICT are described separately in Russian and literature classes. Disclosed the advantages of using ICT to control students' knowledge.
Keywords: information and computer technologies, presentation, Russian language and literature, pedagogical technologies.
The main goal of school education today is the development of a student's ability to independently search for solutions, to work together in a new situation. Innovative training is aimed at this, where the main goals of which are the development of intellectual and creative abilities of students, the development of various types of thinking, the development of long-term motivation to learn, the inclusion of students in creative activities, the creation of an environment of cooperation between the student and teacher.
The use of information computer technologies (ICT) in the classroom greatly improves not only the effectiveness of the training, but also helps to create a more productive atmosphere in the classroom and interest the students in the material being studied. If the lessons of Russian language and literature become for each child a source of creative power, a time for self-expression and
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disclosure of their emotions, searching for answers to exciting questions, then the problem of interest in the subject disappears by itself, because only the realization of one's own person brings real satisfaction to a person. The lesson today is seen as a joint work of the teacher and the student. This is facilitated by the informatization of education, which creates the prerequisites for the widespread introduction of new technologies into the teaching practice, allowing to intensify the educational process, to implement the ideas of developmental education in it. The use of ICT in Russian language and literature lessons allows you to create multimedia presentations for individual lessons, create and use control materials and tests, create and conduct correspondence interactive tours.
Knowledge of ICT by the teacher greatly facilitates the preparation for the lesson, makes the lessons non-traditional, memorable, interesting, more dynamic. The integration of ICT and modern pedagogical technologies is able to stimulate cognitive interest in the Russian language and literature, forming the motivation to study these subjects [1]. This is a rational way to increase the efficiency and intensify learning and self-study, and to improve the quality of education. When using multimedia technology, knowledge is acquired through different channels of perception (visual, auditory), so it is better absorbed.
The use of ICT allows a differentiated approach to each child. Students who are confident in their knowledge, quickly coping with the main task, receive the right to perform the exercise using a computer simulator and hear a well-deserved "excellent". It should be noted that average and even weak students do a good job with the task of a computer. If the student receives a "3" or "2" for the traditional test work, then the exercise of the simulator on the same topic, as a rule, performs a higher score. This suggests that the child, being close to a household object, which for many is the computer, feels more free and comfortable. There is an open, objective assessment of students' knowledge. This is very important for the child. He sees that the mark does not depend on the desire of the teacher, but his real knowledge and skills are assessed. Removed the fear of receiving evaluation. Increased motivation for success.
In the Russian language classes, ICT can be applied in vocabulary and semantic work. A dictionary word (or group of words) is displayed on the screen to memorize spelling, its etymology, lexical meaning is given. Making vocabulary words as hyperlinks allows you to create dictionaries of various types: thematic, orthoepic, alphabetically. Working with ICT directly with text is also effective. A text-model is displayed (in the text, words, phrases, sentences that need special attention can be highlighted in color; letters and punctuation marks that need to be inserted can be omitted). Then, collectively or in groups, schoolchildren perform all types of analyzes, work with the highlighted words, develop patterns, patterns and action algorithms.
Literature lessons should be bright, emotional, with the involvement of a large illustrated material, using audio and video accompaniments. All these can be provided by computer equipment with its multimedia capabilities, which allow you to see the world through the eyes of painters, to hear an actor reading poems, prose and classical music. Such lessons with the use of ICT bring up a sense of beauty, broaden the students horizons, and allow, in limited time, to provide extensive literary material.
A modern teacher should be able to work with new teaching aids, if only to ensure that one of the most important rights of a student is the right to quality education. It should be firmly understood that information and educational resources should not replace pedagogical technologies. They are designed to optimize the expenses cost of the teacher, unload him and help focus on the individual and most creative work - to answer the difficult questions of curious students. And, of course, to teach children to see the beauty of the word, the beauty of the world around them, to educate a citizen, a sought-after personality.
References
1. Barakatova D.A. The use of modern technology in the lessons of the Russian language and
literature // Achievements of science and education. 2017. No. 4 (17). Pp. 68-69.
