METHODOLOGY FOR INDIVIDUALIZED MODELING OF THE LANGUAGE LEARNING ENVIRONMENT IN INCLUSIVE EDUCATION

Abstract

An inclusive classroom brings together learners who differ in language proficiency, communicative experience, learning pace, sensory abilities and need for pedagogical support; such diversity reveals the limitations of organising a language lesson around a single task and a single response format for everyone. The aim of the article is to provide a scholarly rationale for the content and the methodological mechanism of individual modelling of the language learning environment in inclusive education. The study is theoretical and conceptual in nature; integrative literature review, comparative analysis, conceptual generalisation and pedagogical modelling were applied. UNESCOʻs approach to inclusive education, the Universal Design for Learning (UDL) 3.0 guidelines, differentiated and adaptive instruction, and the action-oriented approach of the CEFR were compared with studies published in Uzbekistan. The analysis substantiates individual modelling not as the design of a separate, simplified programme for a learner, but as the process of adapting the conditions for reaching a shared communicative goal to the learner's actual needs. As a result of the study, a five-component dynamic model and a six-stage methodological cycle for its implementation are proposed.