PEDAGOGICAL FOUNDATIONS OF TEACHING PHYSICS IN THE CONTEXT OF INCLUSIVE EDUCATION

Abstract

This article provides a comprehensive analysis of the theoretical and practical foundations of teaching physics in the context of inclusive education. It highlights the role and significance of inclusive learning in the modern education system and analyzes effective methods, techniques, pedagogical technologies, and modern teaching approaches for mastering physics by learners with special educational needs. In addition, the article describes the specific features of using digital educational resources, multimedia tools, virtual laboratories, visual materials, differentiated and individualized teaching approaches, as well as interactive methods in physics lessons.

The article presents ways to enhance learners’ cognitive activity in an inclusive environment, develop logical and critical thinking skills, and foster interest in the subject. Taking into account the physiological, psychological, and cognitive characteristics of learners with special educational needs, the importance of creating a favorable educational environment in the process of teaching physics is emphasized. The necessity of teachers’ professional competence, pedagogical support, and proper organization of the emotional and psychological climate in the learning process is also highlighted.

The study revealed that effective organization of physics teaching in the context of inclusive education not only improves the quality of learners’ knowledge but also contributes to their social adaptation, development of communication skills, and strengthening of self-confidence. It has been proven that the systematic application of innovative pedagogical technologies, information and communication tools, and differentiated tasks in inclusive education contributes to improving the level of physics learning. The results of the article can serve as a basis for developing methodological recommendations aimed at improving physics teaching within the inclusive education system.