FOREIGN LANGUAGE TEACHING OF STUDENTS WITH VISUAL IMMPAIRMENT IN INCLUSIVE EDUCATION SYSTEM: PROBLEM STATEMENT

Abstract

The article deals with the problems of teaching foreign languages to people with visual impairment in the system of inclusive education in Russia. The authors analyze the «special needs» of this category of students in teaching the proper linguistic aspects of the studying language (phonetics, vocabulary, grammar) and the problems arising in the process of mastering each of the types of foreign speech activity (reading, speaking, writing and listening). Special attention is paid to the psychological peculiarities of students with visual impairment, manifested in the learning process, the recording ofwhich is critical for the successful mastery of a foreign language and the adaptation of blind and visually impaired students to the general school environment.