European approaches to language education of students with special education needs

Abstract

The article analyzes European approaches to language education of
students with special education needs in the context of implementing
the principles of inclusive education. The regulatory and conceptual
foundations of language training of such students in the countries of
the European Union are outlined, in particular from the standpoint of
respecting human rights, linguistic diversity and equal access to
education. Particular attention is paid to the adaptation of curricula,
the use of individualized educational trajectories, universal learning
design and alternative and additional means of communication in
language teaching. The role of the philologist teacher in ensuring
effective language development of students with special education
needs is analyzed, and the possibilities of implementing European
experience in Ukrainian educational practice are also identified. A
conclusion is drawn on the feasibility of integrating European
educational strategies into the language education system of Ukraine
in order to increase its inclusiveness and quality.