TEACHING SPECIAL-NEEDS STUDENTS IN A REGULAR CLASSROOM: PROBLEMS AND STRATEGIES

Purpose. The aim of this research is to identify and to analyze the problems and strategies of teaching special-needs students in a regular classroom. Methods of research are analysis of scientific literature, synthesis, generalization, classification. The results of the research showed that there are such problems connected with teaching in inclusive learning environment as: 1) some teachers feel that the students with special needs slow the progression of the class, making it difficult to get through the curriculum; 2) inability to teach in the same way that they have become accustomed; special adaptations to style of teaching and content need to be made; 3) a classroom teacher is expected to select educational methodology to best suit each student, what is a challenging goal for one teacher who potentially has more than 30 students in each of five to seven classes; 4) teachers vary greatly in their attitudes, standards, tolerances, and expectations. We analyzed and described five evidence-based models for co-teaching: One Teach, One Assist, Station Teaching, Parallel Teaching, Alternative Teaching, and Team Teaching and besides differentiated instruction. Originality. Among dozens of technologies of teaching children with special educational needs, we singled out the most widespread and the most suitable of them for the teacher who works in general educational establishments. We also showed the problems connected with providing inclusive education in modern conditions. Conclusion. While the regular classroom may not be the best learning environment for every child with a disability, it is highly desirable for all who can benefit. It provides contact with age peers and prepares all students for the diversity of the world beyond the classroom.