Resource zone and resource class as inclusive education models

Abstract

The article raises the problem of organizing conditions for students with disabilities to fully participate in a regular learning environment on an ongoing basis. The modern context of the term «inclusive education» is emphasized, which has replaced the concept of integration as a child's adaptation to the school environment, while inclusion aims to adapt the environment to meet the current and potential needs of the student. The article reveals the importance of the resource zone and resource class as models of inclusive learning that allow you to focus the maximum possible resources for an educational organization: organizational, environmental, personnel, contributing to the active inclusion of students with various disabilities in educational activities. It is concluded that it is necessary to develop and implement individual educational routes for students with disabilities, which will achieve qualitative results in changing the elements of sensory functions of cognitive processes, normalize and stabilize physical and psycho-emotional states.