Abstract
The article describes the experience of solving the problem of organizing real educational inclusion in the system of specially created conditions for disabled students from different nosological groups in terms of the characteristics of their personal development, individual abilities and educational needs in the institution of additional education. There is a description of the practical application of an adaptation algorithm of teaching methods by additional education teachers for organizing real learning inclusion, namely: the involvement of students with development features in different kinds of creative, sport, playing and other joint activities with normatively developing students. The article presents the process of inclusive additional education on various educational routes in the municipal autonomous institution of additional education "Center of Creative Education "Prestige" in Krasnoyarsk.
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