Forms and methods of inclusive work in mathematics lessons in primary school

The article clarifies the content of the concepts "person with special educational needs", describes the features of the organization of education in an inclusive classroom in mathematics lessons; identified special educational needs of primary school children with disabilities on the basis of a secondary school, explored effective ways of inclusive work in mathematics lessons in modern primary school. Innovative technologies of multilevel support of participants of educational process are offered: technology of adaptation of the child to a new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The following methods of inclusive learning in mathematics lessons in primary school are described: supportive learning, parallel learning, alternative learning, learning in small groups, alternate learning, team learning. Innovative technologies are considered, which realize the complex multilevel character of support of participants of pedagogical process and by means of which support of participants of educational process at lessons of mathematics is carried out: technology of adaptation of the child to new educational level; teacher support technology; technology to help the child in the learning process; family interaction technology; technology of personality education. The aspects that belong to the category of methodological and educational requirements and which must be performed by the teacher in mathematics lessons in an inclusive classroom are indicated: the topic of the lesson should correspond to long-term planning; pedagogical communication should have clearly defined goals, adaptation of the structure of the mathematics lesson. Options for solving the problem of planning a math lesson and creating a lesson outline in an inclusive classroom, focusing on children with special educational needs. Planning a math lesson in an inclusive classroom should include both general education tasks to meet the educational needs within the state standard and correctional and developmental tasks.