FORMATION OF COMPETENCE OF NATIVE LANGUAGE TEACHERS IN WORKING WITH STUDENTS WITH DYSLEXIA IN AN INCLUSIVE EDUCATION ENVIRONMENT
Keywords:
inclusive education, dyslexia, teacher competence, native language teaching, special educational needsAbstract
The article analyzes the theoretical foundations and practical aspects of forming the competence of native language teachers in working with students with dyslexia in an inclusive education environment. Contemporary literature analysis has resulted in the identification of essential components for teachers' professional development and their training requirements.
References
1. Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. London: Routledge.
2. Shaywitz, S. E., & Shaywitz, B. A. (2020). Dyslexia: A comprehensive and international approach. Baltimore: York Press.
3. Соловьева, Т. А., & Волкова, Н. В. (2019). Инклюзивное образование детей с особыми образовательными потребностями. Москва: Просвещение.
4. Ergashev, I., & Juraeva, Z. (2021). Inklyuziv ta'lim tizimini rivojlantirish muammolari. Toshkent: O'zbekiston.
5. Reid, G. (2016). Dyslexia: A practitioner's handbook (5th ed.). Chichester: Wiley-Blackwell.
6. Форман, Н. Б., & Торгесен, Дж. К. (2018). Критические элементы обучения чтению для учащихся с дислексией. Специальное образование, 12(3), 45-62.
7. Малофеев, Н. Н., & Шматко, Н. Д. (2017). Интеграция и специальное образование: проблемы подготовки педагогов. Дефектология, 5, 3-11.
8. Hudson, R. F., High, L., & Al Otaiba, S. (2007). Dyslexia and the brain: What does current research tell us? The Reading Teacher, 60(6), 506-515.
9. Rashidova, D. K. (2020). O'qituvchilarning kasbiy kompetensiyasini rivojlantirish yo'llari. Pedagogika va psixologiya, 8(2), 78-85.
