
Езикови модели за приобщаващо образование
The article discusses the necessity to implement effective models for inclusive education in the field of early language teaching. It reviews some good practices in other European countries which apply the Narrative Format model for inclusion of children with delays in their cognitive development, or children from migrant or different socio-economic background into the language activities, undertaken in class. Results from a case study in Bulgaria are presented and discussed.
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