Konul Ramiz Samadova
THE FUNCTION OF A
TEACHER IN AN INCLUSIVE CLASSROOM: GENERAL ACTIVITIES AND DIFFICULTIES OF
DIFFERENTIATION
Abstract. This
article examines the functional role of the teacher in the context of inclusive
education and the main problems he faces in the practical application of
differentiation strategies. The aim of the study is to identify the main
pedagogical and organizational activities carried out by the teacher in
inclusive classes and to analyze how these activities respond to the diverse
educational needs of students. Against the background of changes in legislation
and educational policies, the establishment of inclusive educational institutions
at primary and secondary levels has gained considerable importance all over the
world. The development of an inclusive school environment for students with
special educational needs is a key goal in compulsory education. The
qualitative approach was methodologically applied in the work, and an
analytical-synthetic analysis was conducted based on the experience of
different countries and scientific literature.
The article
presents scientific evidence supporting the importance of continuous
professional development of teachers and strengthening intra-school support
networks for the successful implementation of inclusive education.
Keywords: inclusive
classroom, pedagogical problems, differentiation, inclusive education and
teacher roles
