Vocabulary notes. competitive– конкурентный, конкурентоспособный,

competitive – конкурентный, конкурентоспособный,

соревновательный

empower – уполномачивать, давать разрешение,

оказывать поддержку

assume – допускать, предполагать, принимать, брать на

себя (ответственность)

in spite of – не смотря на

in favour of – в пользу кого-либо (чего-либо);

(to do a favour – оказывать услугу)

obstacle – препятствие

dismantle – лишать,снимать, разрушать, сносить,

демонтировать

run down – останавливать, сокращать

take up new roles – брать на себя новые роли

comprehensive and flexible – полный и гибкий

prejudice – предрассудок

meet the needs – отвечать потребностям

2.4 Comprehension questions:

1. Are the fundamental arguments for inclusive education

only educational ones? What are the other ones?

2. What are the reasons of social segregation?

3. What can lead to more inclusive society?

4. How can school community influence the disabled pupils?

5. In which two directions does a process of the inclusion of

disabled people in society run?

6. What would be little realistic to assume?

7. What is logical to assume?

8. What is firmly rooted in the society?

2.5 Use the expressions in the sentences of your own on the base of the text and use them in the retelling of the text:

Separate systems; obviously; on the contrary; a multiform society; is accepted and valued; to share with; a "realistic" idea; are firmly rooted; to receive; to pass by.

Make a summary of the Text 1 in English of 250-300 words in written form.

Text 2

DO SPECIAL SCHOOLS AND TEACHERS JUST HAVE TO DISAPPEAR THEN...?

2.7 Read the text and write the annotation to it (all in all 5-8 sentences).

Paradoxically, one of the major obstacles to inclusive education lies precisely in the high quality of the work being done in at least some special schools. Parents and teachers are concerned that the schools might be dismantled or run down. At the long run, this may indeed be the case. The existing resources and expertise will need to be protected, however, and deployed in a way to support regular schools in the task of educating pupils with special needs, inclusive education does not necessarily mean that there will be less need for specialists, but these will have to take up new roles and responsibilities and theirwork is to be included into the planning and operation of education as a whole. Special education is no longer seen as a separate system, but as a comprehensive and flexible "service" designed to meet the various and changing needs of all pupils throughout their education.

Special educators are also expected to concentrate on students who need the most extensive and intensive help.

ORAL PRACTICE

2. 8 Develop the ideas:

1. The major obstacle to inclusive education are....

2. To be protected the child needs....

2. Inclusive education has to take up new roles and

responsibilities.

3. Special education is a separate system.

4. Special educators expect to....