THEORETICAL MODEL OF INCLUSIVE ENGLISH LANGUAGE TEACHING: PRINCIPLES, STRUCTURE, AND METHODOLOGICAL GUIDELINES
DOI:
https://doi.org/10.32782/2412-9208-2025-3-136-143Keywords:
inclusive learning, English language, higher education, universal learning design, communicative competences, methodological guidelinesAbstract
The article is devoted to the theoretical justification and practical implementation of a model of inclusive English language teaching in higher education. It reveals the essence of the key principles of inclusion – individualisation, humanisation, accessibility of teaching materials and active involvement of students – and proves their interaction in ensuring equal access to the educational process. A structural model of inclusive education is proposed, covering value, cognitive, methodological and technological components, as well as methodological guidelines for the practical implementation of the principles of inclusion in the process of learning English. The article outlines the scientific novelty of the research, which consists in the creation of a comprehensive system of inclusive education that integrates theoretical foundations, structural elements, and practical methods aimed at developing students' linguistic, communicative, and intercultural competences. The practical significance of the developed model lies in the possibility of adapting the educational process to the needs of students with different educational opportunities, ensuring access to digital resources, using universal learning design and active methods of interaction. The model contributes to improving the effectiveness of the educational process, forming an inclusive culture in higher education institutions, and developing the professional and social competences of future specialists. The results of the study can be used by English teachers, methodologists, and researchers to implement inclusive approaches to teaching in the context of European educational standards.
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