INCLUSIVE EDUCATION IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE: METHODOLOGICAL APPROACHES FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Abstract

This article examines the theoretical foundations and practical methodologies for teaching Russian as a foreign language to students with special educational needs within inclusive educational settings. Drawing upon contemporary research in inclusive pedagogy, Universal Design for Learning (UDL), and differentiated instruction, the study presents a comprehensive framework for addressing the diverse learning needs of students with disabilities in Russian language classrooms. The analysis covers key methodological approaches including multisensory structured language learning, assistive technology integration, scaffolding techniques, and collaborative learning strategies. The article argues that effective inclusive Russian language instruction requires the simultaneous addressing of linguistic needs and disability-related accommodations, while maintaining high academic standards for all learners. Practical recommendations for curriculum adaptation, assessment modification, and teacher professional development are provided based on current international best practices and emerging research in the field.