გერმანული, როგორც უცხო ენა და ინკლუზიური განათლება საქართველოში: თეორიული მოლოდინები და პრაქტიკული რეალობა

Abstract

This article analyzes the gap between theoretical didactic models and practical reality in the process of teaching German as a Foreign Language (DaF) in Georgia. Drawing on a survey conducted among 49 active educators, the paper explores the cognitive, emotional, and linguistic barriers faced by students with Special Educational Needs (SEN). The study concludes that inclusive education within the DaF context in Georgia relies heavily on the individual enthusiasm of teachers. The author emphasizes the urgent need for the professionalization of the teaching process, the development of specialized digital resources, and subject-specific (differentiated) training to replace reactive approaches with systemic, proactive strategies.