Project work at the lesson of foreign language as a part of inclusive education

The article is dedicated to the problem of didactic guiding of a lesson of foreign language under the condition of the development of the inclusive education, particularly using the method of project work. Different forms and types of project work during a lesson of foreign language are described. Main features of two main project types are introduced in this article: of micro- and macro projects. Moreover, the authors pay attention to the behavior of a teacher during a lesson, his cooperation with the pupils while implementing the project work. The project work is viewed as one of the ways to socialize the physically challenged children, its forms and principles are compared with the principles of conductive pedagogy, developed by a Hungarian physician and educator Andrâs Petö. These principles are introduced in this article. This teaching method gives pupils an opportunity to experience situations of real life communication and feel more confident facing such situations later. The project activity creates the conditions for the involvement of all pupils into the work and is one of the main concepts in the implementation of inclusive education. In conclusion to the article, the results of project work implementation at a lesson of foreign language with physically challenged children are introduced.