INCLUSIVE EDUCATION IN THE CONTEXT OF GLOBAL DIGITALIZATION

Abstract

In the article, the authors consider the issues of digitalization as a means of ensuring the effectiveness of inclusive education. The categories, principles, methods and objectives of inclusive education are identified. The concept of a virtual fund of scientific research is defined. To achieve the goal of the study, methods of retrospective analysis of the development of digitalization of the educational process of inclusive education in Russia and abroad were used, as well as conversations, analysis of portfolios, situations, experience of the authors of the article, assessment and self-assessment of bachelors, teachers, generalization and systematization of the data obtained; statistical methods, cluster analysis, questionnaires, analysis of parents’ opinions on the conditions and quality of inclusive education, analysis of students’ opinions on the conditions and quality of vocational training. The authors made a deep theoretical analysis, as well as an analysis of empirical data, which made it possible to contribute to the clarification of the essence of digital technologies. Assistive means for solving correctional-compensatory problems, categories of digital devices for solving problems of inclusive education are designated. The principles, methods and technologies of digital learning (e-learning) in the context of inclusive learning, the advantages and disadvantages of e-learning are revealed; models of organizing inclusive education using e-learning; free services, paid educational platforms, their capabilities, advantages and disadvantages in inclusive education. The means of intellectual information support in the digital educational environment, the didactic potential of the educational platform have been identified. The virtual fund of scientific effects, which provides educational and methodological support for the inclusive educational process, and its architectural components have been determined. The authors noted that the effectiveness and quality of inclusive education is provided by individual educational trajectories, a methodological resource that includes the best examples and practices, methods of educational activities in an electronic environment, online learning, and access to digital technologies. The experience of organizing distance inclusive education and inclusive group virtual learning has been clarified. It has been proven that digitalization is the goal and means of ensuring the effectiveness of inclusive education. The difficulties of students and the role of teachers as professional partners in their elimination are revealed. Digital devices for solving the problems of inclusive education are identified. The principles, methods and technologies of digital (e-learning) are presented in the context of the interaction of students and teachers.