Organizing Differentiated Teaching in the Conditions of Inclusive Education

Abstract

The article is an attempt to define the essence of inclusive teaching and to indicate the need to implement it in schools as a response to the need to build an open society. The article outlines a historical sketch of the assumptions of inclusive teaching, which became one of the foundations of its crystallization. It identifies the problem of differentiated teaching in an inclusive classroom. Where the emphasis is on the importance of creating an appropriate educational environment, organizing the teaching process, and modifying programs in order to achieve educational success by children with various special educational needs. The attempt to define the essence of student assessment in the adopted concept of differentiated teaching also seems to be important. Giving teachers personalized information about their students' educational progress. Enables ongoing changes in their teaching strategies in order to stimulate students' independence when acquiring knowledge, skills and competences.