Teaching the Main State Languages in the System of Inclusive Education (On the Example of the Republic of Tatarstan)

Abstract

With the growing number of people with disabilities and the need for their socialization, the role of their included education is growing. The article highlights the features of language teaching in the system of inclusive education of youth with disabilities. The specifics of learning the two main languages in the context of the language reform taking place in the national republics is considered. In the framework of inclusive education, the opportunities, advantages and difficulties of learning in two main languages of the Republic of Tatarstan (Russian Federation) of different groups of students with disabilities: dyslexic and mental illnesses, hearing impaired and deaf, visually impaired and blind, etc. The problem is the serious differences between the Turkic and Slavic languages in the field of grammar, in particular, in the construction of phrases, in the combination of the main verb with unions and particles, with auxiliary verbs and others. Difficulties in spelling, phonetics and syntax of the Russian and Tatar languages, quite overcome by most children with disabilities, become an obstacle for children with a number of mental illnesses who are unable to learn in an inclusive environment. As for diseases such as blindness, severe myopia, complete and partial hearing loss, cerebral palsy, serious cardiovascular diseases, lack of limbs and other diseases and physical limitations of children with disabilities, most of them do not interfere with inclusive language training.