Professional Discourse & Communication

Advanced search

Specific features of introducing the components of inclusive education in higher education institutions when training professional communication in English

Full Text:


This paper is devoted to the problems of inclusive education in terms of training professional communication in English. The objective of this paper is to study and analyze specific features of inclusion from a methodological perspective. The authors sum up various approaches to the definition of inclusion and reveal that the main requirements to the teaching staff include professional attributes, competence and some general criteria. All this can significantly affect the process of teaching handicapped students. Language training syllabus components are also taken into consideration, the described teaching strategy represents an antipode of traditional educational form called “flipped classroom” pedagogical technique. The authors study the technique application from different angles showing advantages and disadvantages that are intrinsically linked with the issues of teaching quality improvement. All the above mentioned proves the fact that foreign language teaching within the framework of inclusive education has to represent the form of componential complimentarity interconnected with the professional language theory towards individual needs and the system of values of the handicapped students.

About the Authors

Yu. N. Antyufeeva
Tula State Lev Tolstoy Pedagogical University
Russian Federation

Yuliana N. Antyufeeva

N. E. Bulaeva
Tula State Lev Tolstoy Pedagogical University
Russian Federation

Natalia E. Bulaeva


1. Akhmetzyanova, A.I., Artemeva, T.V., Kurbanova, A.T., et al. (2015). Inklusivnaya praktika v vysshey shkole [Inclusive practice in higher educational institutions]. Retrieved from|uzivnaya_praktika_v_vysshej_shkole.pdf (accessed: 2 May, 2019) (in Russian).

2. Anderson, L.W., & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. New York: Longman.

3. Belikov, У.Л. (2010). Obrazovanie. Deyatel’nost’. Aktivnost’ [Education. Activity. Personality]. Moscow: Akademiya Estestvoznaniya (in Russian).

4. Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day. Washington, D.C.: International Society for Technology and Education.

5. Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

6. Dincer, Ali. (2014). Antecedents and Outcomes of Self-Determined Engagement in Turkish EFLClassrooms: A Mixed Method Approach (Unpublished doctoral dissertation). Ataturk University,Erzurum, Turkey.

7. Federalny gosudarstvenny obrazovatelny standart vysshego obrazovaniya. Uroven ’ vysshego obrazovaniya - Bakalavriat. Napravlenie podgotovki 38.03.01 “Ekonomika " [Federal state educational standard of higher education - Bachelor’s Degree. Specialization 38.03.01 “Economics"]. Retrieved from (accessed: 5 May, 2019) (in Russian).

8. Goodwyn, A. (2016). Expert Teachers: an International Perspective. London: Routledge, Falmer, December

9. Inklyuzivnoe obrazovanie: preemstvennost ’ inklyuzivnoi kul ’turi i praktiki [Inclusive education: succession of inclusive culture and practice]. (2017). Retrieved from (accessed: 12 May, 2019) (in Russian).

10. Maslennikova, V.Sh., & Yudin, V.P. (2008). Pedagog i kul’tura [Teacher and culture]. Kazan (in Russian).

11. Osikova, L.N., & Alekseeva, O.P. (2017). K voprosu o povyshenii motivatsii studentov pri izuchenii inostrannogo yazika v vuze inklyuzivnogo obrazovaniya [To the question of student motivation improvement when foreign teaching studying at the institution of inclusive education]. Retrieved from (accessed: 8 May, 2019) (in Russian).

12. Yakovleva, E.L. (2002). Psikhologiya razvitiya tvorcheskogo potentsiala lichnosti [Psychology of creative personal potential development]. Moscow: Flinta (in Russian).

13. Yakusheva, S.D. (2011). Osnovi pedagogicheskogo masterstva [Basic pedagogical skills]. Moscow: Academy Publishing Centre (in Russian).

For citation:

Antyufeeva Yu.N., Bulaeva N.E. Specific features of introducing the components of inclusive education in higher education institutions when training professional communication in English. Professional Discourse & Communication. 2019;1(2):88-99.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

ISSN 2687-0126 (Online)