Abstract
The study aims to compare the implementation of socialisation conditions for children with disabilities in special and inclusive education. Based on the analysis of philosophical and psychological literature, the paper substantiates socialisation conditions for children with disabilities and identifies the features of their implementation in special and inclusive education. Scientific novelty of the study lies in assessing socialisation conditions for children with disabilities from the perspective of two main subjects of the educational process: teachers and students’ parents. As a result, it has been proved that inclusive education produces a positive result in socialisation of children with disabilities only if the peculiarities of their development do not distract the teacher and other students from the educational process and require an individual approach.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
