PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF SOFT SKILLS IN INCLUSIVE EDUCATION
Keywords:
school, student, inclusive education, soft skills, model, pedagogical conditions.Abstract
This article defines the pedagogical conditions for the development of soft skills of students based on inclusive learning. Soft skills are based on the student's social adaptation to society, communication skills, critical thinking and creativity, and abilities that influence learning in collaboration. The development of these skills in the process of inclusive education requires scientifically sound teaching methods that take into account the characteristics of students' personal development and provide them with equal opportunities to acquire knowledge with others. The study examines documents («Salamanca Declaration», «The Path of Inclusion» strategy, «The Education for Inclusive Societies» Project) adopted in international organizations on the development of inclusive education, models (Individualized Education Program (IEP), Three-Tier Support System, Individual educational plan (IEP) implemented abroad, and stages of the development of inclusive education in the Republic of Kazakhstan. The main directions of disability protection measures carried out in the country have been identified. The main groups of students receiving inclusive education and the peculiarities of their health are considered. The works of scientists on the education and upbringing of inclusive students in international and domestic science, and the development of their soft skills are analyzed. The works of researchers on the conditions of inclusive education (psychological and pedagogical, organizational and pedagogical, pedagogical) have been studied. The research defines the pedagogical conditions for the development of soft skills in inclusive education from the author's point of view.
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