1 апреля 2017 года во Всероссийской государственной библиотеке ?иностранной литературы им. М.И. Рудомино состоялся ?ФИНАЛ ?городского конкурса по английскому ?языку среди школьников «Малая Лингва». Кроме Иностранки, организаторами конкурса являются Ассоциация учителей иностранных языков г. Москвы, ?Центр педагогического мастерства ?и Представительство издательства Pearson в России?
Для нашей школы большим достижением ??является тот факт, что среди ‼финалистов‼выступала наша
?выпускница и будущий преподаватель инклюзивных групп ? Наталия Тарасова
с докладом на тему «Метод COSHCO в системе инклюзивного образования».
⏰Результаты финала объявят 15 апреля. ?Keep your fingers crossed for ?Natasha!
Текст доклада Наталии Тарасовой.
Hello, my name is Natalia. This is my teacher Eugenia Dyakonova. I would like to present my paper «COSCO System in Inclusive Education». I am an wheelchair user. I have cerebral palsy. So, I study in comprehensive inclusive school. What is inclusive education ? Inclusive education is a system in which people with health problem are included in the learning process. What is COSHCO System? It is a neuro-logical method of teaching foreign languages designed by Eugenia Dyakonova. The process of studying using this method is easy and fascinating. It is so, mainly because the correct introduction into the foreign language system- has been chosen .The process of studying begins with sound, which is phonetics.
And now I would like you to watch a short animated cartoon . It illustrates why this method is called neuro- logical. Having passed the course I saw in the method prospects for implementation of the method in the inclusive education system. The goals of my research and presentation are to talk about the opportunity of using inclusive education in the optional education system so that the method can be adapted for people with health challenges. While I was doing this research, I paid close attention to the needs of both healthy participants, as well as the disabled involved in the process of learning. By analyzing the results, I discovered that I learned more than just a foreign language. I completed the 2,5 month course at the age of 14 .This is how this System has changed me
Only crammed, didn’t see any logic .
Didn’t have easy communication via the foreign language
Pronunciation was bad both in the foreign language and in the mother tongue
Didn’t understand how a dialogue with a stranger could be built .
Didn’t imagine my future, didn’t have any goals.
Full immersion in the language system.
Have easy communication via the foreign language, listening comprehension improved greatly.
Pronunciation improved both in the foreign language and in the mother tongue owing to special phonetic exercises.
Creativity increased, enabling me to understand myself better.
Etiquette forms were understood, which improved my communication skills.
Have clear goals and understand further actions for achieving these goals.
After I had realized that this method could have value for people with health problems I decided to make sure that these people would want to study in inclusive education system. So, I interviewed members of the disabled community in the social network Vkontakte. They were asked: «Would you like to study a foreign language in a group or class? «. 64% of the respondents said «yes». They were really interested in this opportunity. 37.2% disagreed with this kind of education. They based their opinions on the following: «1)There is a lack of teachers of real spoken English. 2)There is a gap between textbooks and communication.» Amount of homework is brought to a minimum. The majority of the respondents with health problems (56,4%) said that they hadn’t even thought that inclusive education could be used in optional education. The research is complete if you consider the other side — people without health problems. The question to this category of respondents was: «Do you want to study with «different people»?». 42.7% said «yes»,11.0% refused, 43,6% were neutral. Persons with the neutral position fell into two groups. The first group didn’t care about who would study with them. The second one said that it depended on what diagnosis people had. We hope that when the method is introduced to our school we will have specialists who will bridge the gap between students.
Due to my research I realized that COSHCO method of studying foreign languages can be used in inclusive education. Here are some facts that prove this.
In this method students do not have to write a lot of information. This is a very important factor, for persons who have musculoskeletal problems.
The phonetic exercises which are used in this method help people with speech problems correct their pronunciation in a foreign language and improve these skills in their mother tongue too.
In the process of studying the students learn etiquette forms. It helps students who haven’t got enough experience of communication learn or understand these forms. It makes their communication skills much better.
The following three conclusions can be made:
1)the method is good for inclusive education,
2)persons with health problems want to learn in inclusive education system
3)society is ready to employ the disabled. Therefore all the conditions are in favour for this method to be used in inclusive education system .
My research is also of great value because it draws attention to the importance of inclusive education which will result in the support of sponsors. Therefore people with disabilities will have the opportunity to participate in and enjoy life in this beautiful world!