ОСОБЕННОСТИ ПРЕПОДАВАНИЯ АНГЛИЙСКОГО ЯЗЫКА ДЛЯ ДЕТЕЙ С ОВЗ

INTRODUCTION 3
CHAPTER 1. THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF TEACHING ENGLISH TO CHILDREN WITH HIA 5
1.1 Psychological and Pedagogical Characteristics of Children with HIA 5
1.2 Regulatory Framework and Modern Requirements for Inclusive Education in Russia 11
1.3 Specific Goals, Objectives, and Content of Teaching English to Children with HIA 17
1.4 Summary of Results 24
CHAPTER 2. A TEACHING MODEL FOR ENGLISH LANGUAGE ACQUISITION IN CHILDREN WITH AUTISM SPECTRUM DISORDERS 26
2.1 Selection of English Language Teaching Content for Autistic Children: Purpose, Objectives, and Principles 26
2.2 Creating a Safe Lesson Structure 33
2.3 Developing a Set of Exercises With Visual Support 38
2.4 Summary of Results 42
CHAPTER 3. DESIGNING AN ADAPTED EDUCATIONAL ENVIRONMENT IN ENGLISH LESSONS 45
3.1. Development and Use of Adapted Didactic Materials and Learning Tools 45
3.2 Technologies of Differentiated and Individual Approach in Assessing the Achievements of Students with HIA 48
3.3 A Project for an English Lesson for Children with HIA 53
3.4 Results and Recommendations 56
CONCLUSION 60
REFERENCES 64

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The Relevance of the study is determined by the global and national trend towards inclusive education, which necessitates the integration of children with special educational needs, particularly those with Health Induced Adaptations (HIA), into mainstream schools. This process faces significant challenges in the field of foreign language teaching, where standard methodologies often prove ineffective for learners with diverse cognitive, sensory, and psychological profiles. There is a conspicuous gap between the legislative mandate for inclusion in the Russian Federation and the practical readiness of educational institutions and teachers to provide quality English language instruction to children with HIA, leading to risks of academic failure and social exclusion.
The Objective of this research is to theoretically substantiate, develop, and propose a comprehensive model for teaching English to children with HIA, with a specific focus on designing an effective pedagogical framework for learners with Autism Spectrum Disorders (ASD).
The Tasks of the research are as follows:
1. To analyze the theoretical and methodological foundations of teaching English to children with HIA, including their psychological and pedagogical characteristics and the regulatory framework for inclusive education in Russia.
2. To investigate and systematize effective methodological approaches and adaptive technologies for teaching English to this demographic.
3. To develop a practical teaching model for children with ASD, encompassing content selection, lesson structure, and a complex of visual exercises.
4. To project the key elements of an adapted educational environment, including didactic materials and a differentiated assessment system.
The Object of the research is the holistic process of teaching English as a foreign language to primary school-aged children with Health Induced Adaptations within an inclusive educational context.

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CHAPTER 1. THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF TEACHING ENGLISH TO CHILDREN WITH HIA
1.1 Psychological and Pedagogical Characteristics of Children with HIA

The concept of “Health Induced Adaptations” is pedagogical and psycho-pedagogical8. It is specified in Russian legislation (Federal Law “On Education in the Russian Federation” No. 273-FL) and expresses the presence of deficiencies in a children’s physical or mental development, as confirmed by a psychological, medical, and pedagogical commission, which prevent them from receiving an education without organization of special environment. The key emphasis in this definition is not on the disease or disorder itself, but on the educational barriers it creates. Moreover, a child with Health Induced Adaptations is not merely a child with a disability, but rather a child who needs special educational programs, methods, technical features in order to master the educational program.
Developmental disorders in a child can be linked to genetic issues or birth injuries. Changes in health can also occur during the growth of a child and be the result of traumatic experiences or acquired injuries. Disabilities and special needs can be chronic, and in such cases, it is important for parents to understand the essence of the problem and look for proper help as soon as it is possible [69]. With their help, it is possible to learn to cope with these problems, accept them, and teach the child to adapt to life in society.
In many cases, with timely and corrective work addressing the cause, the child can return to their normal state. Loss of the children’s hearing causes specific difficulties. When a child is deaf or poorly – hearing, they cannot fully rely on their sense of hearing to work with information or understand the surrounding environment [56]. This is especially critical in early childhood, as communication with others is essential for learning to talk. Without this interaction, a child may not develop speech, a condition basically called as “deaf-mute.” Destruction of the central nervous system that is gained with birth or occurs in childhood, same as damage to the vision and hearing apparatus, can damage a child’s mental development. This damage can be vastly spread or limited to specific areas. Such conditions complicate the way a child’s mind works.

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