English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

A comparative analysis of theoretical and conceptual ideas in the organization and further implementation of psychological and pedagogical support for an exceptional student in an inclusive educational process is carried out. Psychological and pedagogical methods for emphatic comfort initiation for each child in an inclusive educational environment are highlighted. Practical examples of such techniques are creating social success situations for an exceptional person in an inclusive group, introducing elements of creativity to solve possible issues. The principles of psychological and pedagogical support that contribute to the success of an exceptional child in an inclusive class are the following: resistance, cooperation between all participants, reliance on the potential of the student’s personality, and others. Pedagogical modifications that optimize the process of inclusive learning are the following: change of motives for inclusive education, consolidation of positive behavioral forms of communication in an inclusive group, and other modifications. The types of adaptability formed due to effective psychological and pedagogical support of an exceptional child in an inclusive environment are considered: epistemological, perceptual, sociocommunicative, and semiotic adaptation.

PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR AN EXCEPTIONAL CHILD IN AN INCLUSIVE CLASS: COMPARISON OF WESTERN AND RUSSIAN REFLECTION