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.

Key words: inclusive education; European education experience; European values; language competence; children with special education needs.