Visual techniques in the practice of implementing various inclusive approaches to learning in the context of digitalization

Abstract

The article systematizes the main approaches and practical directions of implementation of inclusion in the educational environment (diagnostic, social, installation, resource, differentiated, dynamic, system, conductive, axiological approaches). Among the materials of the work there is a description of the key components of the implementation of inclusive theory and practice in the digital environment, an analysis of the key directions in working with students with special educational needs. The work contains the result of systematization of the use of inclusion in different approaches, taking into account all the subjects of the educational space in the context of different planes, including taking into account the possibilities of using visual technologies of work in the digital space. The article describes the results of the use of visual technologies (mind maps, scribing, crossence) in the digital environment in order to optimize the inclusive practices of the educational space, in particular, describes the results of native teaching of children without special educational needs and their parents to participate in inclusion, its support in mass schools. The use of visual technologies was effective – interest in the problem increased, and parents and children were actively involved in the discussion. All this allowed us to conclude that working in a digital environment using visual technologies is a simple and mass way to involve people in the problems of implementing inclusive practices.