Abstract
The article analyzes the evolution of the main approaches to the definition of "inclusive education" that have developed in foreign and domestic science, and examines the formation of a political science concept of this phenomenon of social and educational activities. Along with the study of existing approaches and their classifications in the definition of "inclusive education", the author offers a model of grouping existing definitions. Pedagogical, economic, sociological, legal and political approaches to understanding the phenomenon under study are highlighted and justified. The political science approach to the definition of "inclusive education", which is most relevant at the present stage, is characterized separately.
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