ORGANIZATION OF THE COMMUNICATIVE ACTIVITY OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS

The purpose of the article is to analyze the communicative activity of pupils with special educational needs (SEN) as a condition for organizing the inclusive educational environment (IEE) for children with SEN; to propose the author’s methodology of developing the communicative skills of pupils with SEN in terms of distance learning; to single out the educational prerequisites for ensuring the success of this process. Methodology. To achieve the goal of the study, a set of the theoretical methods (analysis, synthesis, comparison, systematization, generalization, which made it possible to reveal the state and prospects of the study, became the basis for studying the outlined problem and making the conclusions of the scientific research) has been used. Scientific novelty. The article analyzes the communicative activity of pupils with SEN. An example of creating IEE in primary school has been suggested. Specific difficulties that hinder the development of communicative skills of primary school children with SEN have been determined. The importance of game activity in the process of IEE organization has been emphasized. The original author’s methodology of the communicative skills formation in pupils with SEN in terms of distance learning, based on the key principles of the pedagogical system of the Italian scientist, doctor, teacher, public activist, founder of educational institutions around the world, Maria Montessori. The peculiarities of IEE functioning in terms of distance learning caused by the spread of the COVID-19 pandemic have been characterized. Conclusions. The process of the communicative skills formation in pupils with SEN in terms of distance learning will be effective under the following conditions: application of special tasks of problem-searching, creative character; implementation of special techniques aimed at creating a favorable emotional atmosphere and communicative situations into the structure of the lesson; integrated approach to learning; use of the latest teaching methods; creating a communicatively rich environment; constant conversational activities; systematic work of a teacher’s assistant who is to visit students with SEN at home; cooperation between teacher’s assistant and class teacher, parents, practical psychologist, social educator, librarian, other school workers, etc