MODELING A LITERATURE LESSON FOR STUDENTS IN AN INCLUSIVE LEARNING ENVIRONMENT

Abstract

This article discusses the importance and methods of modeling literature lessons for students in an inclusive education setting. It highlights how effectively utilizing the speech and aesthetic opportunities in introductory literature classes can engage all students in the learning process and meet their diverse needs. The clear, vivid, and impactful speech of the teacher, along with the knowledge of speech formation mechanisms, helps create motivation for subsequent speech activities at the beginning of the lesson. The article examines interactive methods that enhance students' artistic and cognitive activity, such as small group work, collective discussions, and the use of various technological resources to ensure successful communication and the learning process. Modeling literature lessons in an inclusive education setting helps create equal educational opportunities for all students and increases their interest in learning.