Abstract
Oneof the essential components of inclusive education is provision of thequalitative pedagogical-psychological support system. This pre-condition istopical for the wholesome functioning of the educational system in Latvia.The significance of it is supported by the normative acts and strategicdevelopment documents. However the present inclusive education support systemorganization and operation has its essential drawbacks. Using European socialfund project resources research has been conducted with the aim to study thesituation with internal support system functioning in the educationalinstitutions in Latvia.Quantitative and qualitative methods were used conducting the research. Thestructure of the support system, personal competence, participation in theinteraction in the educational institution, joining the external interaction,personal, financial and other resource provision were focused upon. Havingsummarized the results obtained, it could be concluded that the supportpersonnel representatives in general are characterized by significant practicalactivity, experience, real participation in internal and external interaction processes.In their turn a normative base for support system operation could be viewed asproblematic as well as personnel quality and structure, and resource coverage.KEYWORDS:children with special needs, inclusive education, internal support system.
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