THE EXPERIENCE OF TEACHING THE RUSSIAN LANGUAGE CHILDREN WITH MENTAL RETARDION IN AN INCLUSIVE CLASS

Abstract

The practice of organizing the process of teaching Russian language to children with mild mental retardation in an inclusive classroom constantly poses many open questions and problems for teachers, while high-quality teaching materials that can really help a practicing teacher are not enough at the moment. The article describes the main organizational and pedagogical working conditions in an inclusive classroom and suggests technologies for organizing the process of inclusive teaching Russian for children with mental retardation.