Non-classical teaching methods in inclusive education: author’s experience at the university of arts

Abstract

The article presents non-classical teaching methods in inclusive education through the author’s experience at the university of arts at the faculty of art. In inclusive education in Kazakhstan, there has been a stable trend towards reorientation of the higher education system towards important values, where a key place is given to the humanisation of the pedagogical process for inclusive education. The author’s cases considered in the work help students with special educational needs to think, analyse, search, compare, argue and find. In the study group where students with special needs study, the lecturer needs to revise the cases without affecting the theme of the lecture, but partially change the case itself, taking into account new conditions and circumstances. A contemporary lecturer working in the line of inclusive education must develop a syndrome of dedicated attention for himself, so that he does not escape the fact that it is important for a lecturer to keep special students in focus in the auditorium, to hook them, to interest them so that learning is a joy and pleasure for them. In such conditions the orienting function of the humanistic approach in inclusive education comes to the fore, where philosophical and methodological prerequisites are valuable, such as the formation of a personality, creativity, spiritual, humane and culturally creative truths.