Choose the correct form of the verbs in brackets to fill the

Gaps.

Global warning may be (blame) for recent heatwaves and deadly storms. But at least our plants have been (enjoy) the weather. According to a study (publish) last week, regional climate changes over the past two decades (inspire) a 6 % increase in plant growth around the world. Rising temperatures increased rainfall and decreased cloud cover have all (play) a part. The 80s and the 90s were two of the warmest decades on record and during this period the vegetation in its ecosystem (flourish). In the Amazon, decreased cloud cover allowed more sunlight (reach) plants; in India, monsoon-depended tress (benefit) from increased rainfall. Despite these positive effects, climate change could well (cast) a shadow on plant life in the long term. Scientists argue that continued growth could disrupt fragile ecosystems that have (be) in place for thousands of years.

DEVELOPMENT

Choose the text from the Reader, Unit I to write an article for a psychological magazine.

UNIT 2

THE BASIC PRINCIPLES OF INCLUSIVE EDUCATION

2.1 Before you start reading the text, try to guess the meaning of the following words and word combinations if necessary use the dictionary:

Fundamental arguments, social and moral arguments, social segregation and isolation, start, a multiform society, limitations, discrimination, stranger, companions, realistic, logical, automatically, naive.

WARMING UP

2.2 Before you start reading the text explain the term “inclusive” in English.

READING

2.3 Read the text making use of the active terminological vocabulary.

Text l

WHY DO WE NEED INCLUSIVE EDUCATION?

It has become clear that the fundamental arguments for inclusive education are not only educational ones. There are also solid social and moral arguments for it. Separate special education systems have obviously lead to social segregation and isolation of people with stabilities in adult life: separate worlds were created from the start. Inclusive education, on the contrary, can lay the foundations of a more inclusive society, where all people belong and where being "different" is accepted and valued as just a part of humanity. The inclusion of disabled people in society starts with the inclusion into one of the first forms of society, that is, school inclusive education gives an opportunity to non-disabled pupils to share with peers who are "different" in one way or another and to learn to accept and respect these "differences". Disabled pupils, on their turn, have the opportunity to become part of the school community and get a "realistic" idea of what a multiform and competitive society looks like, as well as of their own possibilities and limitations. They are empowered to participate more fully in society. In fact, the inclusion of disabled people in society is a process that runs in two directions: prepare disabled people to become part of society and prepare society to receive them. With respect to the latter it would be little realistic to assume that after years and years of segregated education the members of a society or community would fully accept these people that they have barely seen before, who did not attend their school, with whom they never played as a child … It is logical that they see them as strangers, as people who do not belong, in spite of all the efforts made in favour of their inclusion. Of course, it would also be naive to assume that inclusive education would automatically lead to an inclusive society. Prejudices and discrimination are firmly rooted and some time will have to pass by before all community members will have had the opportunity to share their youth and education with disabled companions.

Vocabulary notes

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 ... .