Organization Of Inclusive Education Research Articles

The order of organization of inclusive education

The order of organization of inclusive education

PEDAGOGICS OF PARTNERSHIP AS THE FUNDAMENTAL FOUNDATIONS OF THE ORGANIZATION OF INCLUSIVE EDUCATION OF YOUNGER SCHOOL STUDENTS

The article emphasizes the importance of pedagogy of partnership and cooperation in the organization of education, upbringing and development of younger schoolchildren with special educational needs. The purpose of the article is to demonstrate the importance of partnership pedagogy in creating favorable conditions for learning, upbringing and development of younger schoolchildren with special educational needs in the conditions of a general secondary education institution. The methodological basis of the study is a systematic approach to the analysis of the organization of inclusive education of primary school students with special educational needs, integrated into general secondary education institutions on the basis of partnership pedagogy. The following general scientific methods were used during the research: comparative analysis of scientific, educational and methodological sources, normative and legal basis of inclusive education in Ukraine; theoretical and empirical methods (questionnaire and conversations with students, teachers, parents; observation, pedagogical experiment, data processing, and others), methods of generalization. Emphasis is placed on the types of social partnership, their directions of implementation in the practical activities of specialists of an educational institution with inclusive education. The main criteria and indicators of partnership interaction are highlighted, the requirements for the activities of teachers and other specialists to increase the effectiveness of cooperation in the conditions of an inclusive environment are emphasized. The scientific novelty of the obtained results lies in the systematization of views on the problem of establishing partnership interaction in the process of education, upbringing and development of younger schoolchildren with special educational needs; identification of current problems and prospects for improving the effectiveness of inclusive activities of schools based on partnership and cooperation of participants in the educational process. It has been established that the indicators of effective learning, upbringing and development of younger schoolchildren with special needs are the creation of a favorable atmosphere in an educational institution, the establishment of friendly interpersonal relationships, and the organization of the educational process on the basis of partnership. The advantages of socio-pedagogical partnership and cooperation in comparison with traditional forms of interaction of the administration, teachers of the educational institution with parents of students, the public and extracurricular institutions are revealed.

Inclusive education in higher education institution: Are Ukrainian faculty members’ ready for it?

Quality higher education involves making it accessible to students with special needs and disabilities. Therefore, the implementation of inclusive education is a certain indicator of quality among higher education institutions (HEIs). At the same time, faculty members play a fundamental role in promoting inclusive learning environments working with students with disabilities. The aim of research is to determine the readiness of faculty members to implement an inclusive education in Ukrainian HEIs, because their willingness to work defines the practical implementation of legislative and regulatory initiatives regarding the organization of inclusive education in the actual educational practice. For this, we conducted a survey among 186 faculty members with different age, teaching experience, and professional category. The results confirm that the faculty of HEI are primarily focused on working with students with normative development and almost do not take into account the characteristics of educational difficulties of students with disabilities. In addition, their level of knowledge about basic legal and regulatory documents, elements of an inclusive learning environment, and typical problems of implementing an inclusive approach in the educational process of HEI are not uniform. But faculty members showed their readiness to master the practices of implementing an inclusive learning environment in higher education institutions. The results obtained can be useful for the development of institutional policies for the implementation of inclusive education in HEIs.

SOCIAL AND PEDAGOGICAL SUPPORT OF CERTAIN CATEGORIES OF CHILDREN WITH SPECIAL NEEDS IN THE CONDITIONS OF INCLUSIVE EDUCATION

The article deals with the theoretical foundations of socio-pedagogical support of children with limited functional capabilities in the conditions of inclusive education. The concept of inclusive education, support, social support, socio-pedagogical support is analyzed. The main categories of children with special needs who need socio-pedagogical support in the conditions of inclusive educational institutions are highlighted. It has been proven that inclusive education as a modern educational system requires the creation of appropriate conditions and the development of a system of socio-pedagogical support for children with special educational needs.
 The rules of socio-pedagogical support of children with limited functional capabilities in the conditions of inclusive education have been formulated. Special attention is paid to the description of the features of socio-pedagogical support of educational activities of children with intellectual disabilities, with autism, cerebral palsy, visual and hearing impairments. It was noted that the forced stay in the institutions of the special educational system violates basic human rights and freedoms, however, with improper organization of inclusive education, the inability of children with special educational needs to adapt successfully to the existing conditions of educational institutions leads to their social exclusion and marginalization. They do not even receive the help and services that they would receive in the special educational system.
 The need to take into account the educational difficulties of the main categories of children enrolled in inclusive education and determine the level of their support is emphasized. The main difficulties of certain categories of children with different nosologies in the conditions of inclusive education are described, the consideration of which will contribute to increasing the effectiveness of the organization of education in the inclusive class. The legislative basis for the organization of inclusive education and the creation of a socio-pedagogical support team has been analyzed. It was concluded that the effectiveness of the educational process in an inclusive educational institution depends on the productive interaction of the teacher, the teacher's assistant, and the child's assistant.
 Further research into the problem of socio-pedagogical support of certain categories of children with special needs in the conditions of inclusive education will be aimed at identifying an effective interaction mechanism of all members of the socio-pedagogical support team. There is a need to specify the description of interaction mechanisms and the distribution of functional responsibilities for different nosologies, special educational difficulties and different levels of socio-pedagogical support.

Organization of inclusive education for schoolchildren with special needs in modern school practice

In the article, the features of the organization of the educational process for pupils with special needs, the involvement of a wide range of educational services to improve academic achievement, and the development of the child's personality are considered. The article aims to identify the content, main criteria, and algorithms for organizing inclusive education for pupils with special needs. The attitudes of parents, educators, and social workers to the proposed system of inclusive education are revealed. The result of the work is an algorithm for introducing inclusive education, determining its effectiveness, and a positive assessment of the system's effectiveness by parents, social workers, and educators (11%, 13%, and 15%, respectively). In this context, it is promising to research and design specific examples of the organization of inclusive education management systems.

INCLUSIVE EDUCATIONAL ENVIRONMENT IN PRESCHOOL EDUCATION INSTITUTIONS

The article highlights the main principles and theoretical aspects of forming the readiness of future teachers of preschool education to implement interactive technologies in an inclusive educational environment. The topical problem of preschool education is revealed - ensuring equal rights and opportunities for children of early and preschool age who have disorders in psychophysical development in the system of modern preschool education. The article presents an analysis of scientific literature on the problem of research; emphasizes the need to create appropriate pedagogical conditions for the preparation of future preschool education teachers to implement interactive technologies in an inclusive educational environment; identifies a number of pedagogical conditions that ensure the formation of the readiness of future educators for the organization of inclusive education in the process of professional training. The indicators of formation of preschool educational teachers professional competence their work in educational institutions with children who have special needs are analyzed and determined. It was found that the use of interactive technologies in combination with information and communication technologies provide an opportunity to expand, systematize, and generalize the competencies of teachers of preschool education institutions regarding the peculiarities of working with children in the conditions of an inclusive educational environment of preschool education institutions in an accessible form. Skills that optimize the socio- pedagogical activity of a preschool teacher provide more opportunities to take into account various problems of pupils with special educational needs, thereby ensuring their inclusion in the social environment, creating conditions for the comfortable development of pupils, and in the future, the self-development of their full-fledged socialization. Considering the importance of forming the readiness of teachers of preschool education institutions to work with children in the conditions of an inclusive educational environment of preschool education institutions and the fact that in Ukraine this concept is underused and insufficiently researched, there is a prospect of further deeper and more detailed studies of the essence of this socio-psychological and pedagogical phenomenon, practical ways of its formation.

The historical aspect of the development of inclusion: from inclusion in the organization of inclusive education in institutions of professional (vocational and technical) education in Ukraine from the 1990s to the 2020s

The historical aspect of the development of inclusion: from inclusion in the organization of inclusive education in institutions of professional (vocational and technical) education in Ukraine from the 1990s to the 2020s

ОСОБЛИВОСТІ ОРГАНІЗАЦІЇ ІНКЛЮЗИВНОГО НАВЧАННЯ КРІЗЬ ПРИЗМУ ЄВРОІНТЕГРАЦІЙНИХ ПРОЦЕСІВ

The article examines the peculiarities of the organization of inclusive education of school-age chil-dren in the process of Europeanintegration. The state of inclusive education in Ukraine is analyzed.For the pur-pose of efficiency and quality of the organization of inclu-sive education of schoolchildrenthe essence and content of scientific and methodological approaches are defined and characterized, namely:humanistic approach,which providesthe principle of humanism determines the gen-eral nature of relations between subjects of education;a person-oriented approach that embodiespersonally ori-ented direction of the process of inclusive education;an inclusive approach that includes respect and understand-ing of all participants in the educational process regarding physical and psychological differences in personality; competence approach, as a complex process of develop-ment and self-development of the individual, taking into account the cognitive, emotional-volitional and motivation-al spheres, the system of relations and value orientations.The forms of organization of inclusive education, which at the present stage are the most acceptable and widespread in school practice in many countries, have been specified, namely:1) partial integration (the educa-tional process takes place within special classes of insti-tutions of general secondary education); 2) combined integration (the educational process is based on the provi-sion of special educational services in regular classes); 3) full integration (the educational process is carried out together with healthy peers and the level of psychophysi-cal development and takes place in regular classes).We see the following features of the organization of in-clusive education of schoolchildren: 1) creation of a favor-able psychological climate in the classroom and school; 2) maximum involvement of all children in the educational process; 3)provision ofspecial services and psychological and pedagogical support; 4) a high level of personnel, material, technical and educational and methodological support for educational inclusion; 5) use of methodological approaches to the implementation of the tasks of an inclu-sive school.

Analysis of models of inclusive education in European countries (experience for Ukraine)

The purpose of scientific exploration is to harmonize the principles of inclusive education in the social and pedagogical dimensions. The task of the article can be conditionally divided into two stages: differentiation of social and pedagogical segments of inclusive education (to make optimal strategic decisions on the organization of inclusive education); search for a synergistic model (combination of social, pedagogical, and other elements) in the formation of a favorable educational environment for inclusive principles. The methodological basis of the study was scientific and pedagogical methods. The results of the study point to those elements of inclusive education in European states, which can be actualized in the Ukrainian system of education. Consequently, inclusive education in Europe has formed clear universal principles and mechanisms that can be implemented in public education strategies, developing countries.

MODEL OF INTRODUCTION OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT IN THE INSTITUTION OF GENERAL SECONDARY EDUCATION

The article considers the tasks of an inclusive educational environment and the peculiarities of its introduction in general secondary education institutions of the city of Sumy and Sumy region to ensure the right of every child for education. An inclusive educational environment is defined as a special environment that provides conditions for education and training, comprehensive development of students with special educational needs and different levels of health.
 Creating an inclusive environment is aimed at a harmonious combination of psychological and pedagogical conditions, technical means and resources of the educational institution to organize the educational process for people with special educational needs.
 The organization of an inclusive educational environment in general secondary education institutions will promote the emergence of experimental institutions of inclusive education; advanced training of pedagogical workers in the organization of inclusive education of students with special needs; increasing society's understanding and tolerance of people with special needs.
 The article is devoted to the search for an effective model of inclusive education environment to create an effective management system, a clear legal framework and build a specific concept for the comprehensive development of inclusive education at all levels. The implementation of the outlined way of organizing an inclusive educational environment requires dynamic monitoring of the quality of inclusive education, creation of optimal conditions for professional development, special education and increasing the level of motivation of teachers.
 When talking about the organization of the educational environment, it is wrong to start thinking about furniture and equipment. However, in addition to the physical environment, it is necessary to take into account the equally important social environment, which includes quality interaction between administration and parents, administration and teachers, teachers and parents of children with special educational needs, teachers and children, communication between children.
 The article notes that only if an inclusive educational space is created, adherence to the principle of continuity between preschool education, primary school, secondary education, understanding the specifics of the child's educational needs, professional development of teachers, providing psychological and pedagogical support to children, providing educational, psychological pedagogical and correctional and developmental services, providing students with special means of correction of psychophysical development, dynamic and sustainable introduction of an inclusive educational environment in a general secondary education institution is possible.
 We came to the conclusion that in general the model is an imaginary or material object, which in the process of research replaces the original object, preserving the typical elements of this study. It was determined that to ensure pedagogical "modeling" there is a need to apply a systems approach, which is based on the study of the object as a holistic system consisting of interdependent components that determine the causal relationship.

Роль педагогів закладів загальної середньої освіти у реалізації корекційного компоненту інклюзивної освіти

The article is devoted to the topical problem of participation of teachers of general secondary education institutions in the implementation of the correctional component of inclusive education. The functions of subject teachers have been designated in the article. Violations in the organization of inclusive education and their causes have been emphasized. The essence of the correctional orientation of education and upbringing of pupils with special educational needs in an inclusive institution has been revealed. The methodical readiness of teachers to work in inclusive classes has been studied. Their attitude to inclusive education was studied, how they understand the concept of “inclusion”, it was found out which categories of children with special educational needs they know, which of these children can study in an inclusive institution, who should conduct lessons in an inclusive class, when the correctional component of inclusive education should be implemented, with which categories of children should be conducted correctional classes and for what purpose, what is an individual development program and who should develop it, whether they would like to receive additional information about the peculiarities of education of children with special educational needs, which of the specialists should work teacher, what is the purpose of this cooperation, what conditions should be created for successful educating children, whether they are ready to implement inclusive education, which competencies they need to work in an inclusive institution, what forms of methodological work are appropriate to prepare teachers to work in an inclusive institution. It was found that teachers in general are quite competent in the organization of inclusive education, want to improve their professional level, but are not fully aware of their role as a member of the team of psychological and pedagogical support of children with special educational needs.

Проучване образователните потребности на студенти педагози относно подготовката им по приобщаващо образование

The article presents the results of a study on the educational needs students of pedagogy regarding their preparation for inclusive education. An author’s questionnaire with 15 statements was used, which the students evaluated on the five-point Likert scale. The statements were in four groups and referred to normative documents, content of pedagogical support in inclusive education, activities required for the organization of inclusive education, and results of inclusive education. The obtained results allow us to provide the necessary support to the students in their preparation for inclusive education.

Інклюзивна освіта у закладах вищої освіти: мета, завдання, напрями розвитку

The purpose of the study was to consider the issues of structural, organizational, educational and methodological changes that are needed in higher education in order for it to meet the requirements of working with people with special educational needs. The development of the education system directly depends on the level of development of society. «Education should be provided as far as possible, in secondary schools, without any discrimination against children and adults with disabilities» – this was the official position of the European community expressed by UNESCO, the Commission on Human Rights. The ideas of inclusion require radical changes in the educational space from universities. On the agenda for the implementation of this idea requires a step-by-step implementation of a set of actions aimed at addressing issues related to legal, educational and methodological, staffing of inclusive higher education. Restructuring universities to work with inclusive students requires changes in the structure of higher education institutions. There is a need to create separate units for the organization of inclusive education: the allocation of a separate deputy head to work with inclusive students; introduction of curators of integrated groups; organization of a preparatory department for children with special educational needs. Depending on the degree of dysfunction of the special student, work with inclusive students in the higher education institutions can be planned as individual, as part of inclusive groups or as part of integrated groups with other students of higher education. These forms of training can be adjusted depending on the condition of a person with special educational needs, on its adaptation in the team. Ensuring the development of the personality of a student with a disability and his/her socialization is an obligatory point in the development of higher education institutions on the way to the implementation of inclusive education. Conclusion. It is necessary to establish contact of inclusive students not only with the teaching staff, but also to ensure the merger of inclusive students with the main student body of the university. The implementation of this association requires the creation of conditions for social, cultural, creative, physical, sports rehabilitation of students with special needs. Programs are needed to attract such students to the life of the higher education institution, to develop their skills, talents, aspirations and motives. In the future, an important task for the higher education institutions is to provide assistance to graduates with disabilities in employment, which requires extensive outreach among employers, concluding contracts with companies for the employment of inclusive professionals

Inclusive Education Implementation: the Experience of the Faculty of Primary Education

Considering the current reality, there are new requirements for the organization of the educational process in higher education institutions of Ukraine. Thus, the problems and ways of the implementation of inclusive education for students with special educational needs are becoming increasingly important.
 The purpose of the study is to substantiate theoretically the problems and ways of implementing inclusive education in Ukraine based on the experience of the Faculty of Primary Education of H. S. Skovoroda Kharkiv National Pedagogical University.
 Methodology. A retrospective analysis of the development of inclusive higher education in Ukraine has been used; it has been found that it is necessary to organize an inclusive environment and implement training for students with special educational needs in higher education institutions. The study was based on the Convention on the Rights of Persons with Disabilities, Resolution of the Cabinet of Ministers of Ukraine of July 10, 2019 № 635 “On approval of the Procedure for the organization of inclusive education in higher education institutions”, educational programs on 013 Primary Education, and scientific and pedagogical works on conceptual approaches to the implementation of inclusive education; organization of training of persons with special educational needs; principles and functions of inclusive education, which indicated the need for inclusive education in higher education institutions.
 Results. The essence of the concept "inclusive education" has been defined. Problems of higher education of people with special needs have been described. The system of education of students with special needs has been determined. It is noted that art HUB for students and university teachers with special educational needs in H. S. Skovoroda Kharkiv National Pedagogical University has been opened. It has been determined that there are elective subjects “Fundamentals of inclusive education” (for the 3rd year students) and “Features of working with an inclusive child” (for the 4th year students) in the educational program “Primary Education” at the Faculty of Primary Education of H. S. Skovoroda Kharkiv National Pedagogical University. The educational program "Primary education with methods of special education" for applicants for the first (bachelor's) level of higher education has been described. The examples of students’ working with an inclusive child are described.
 Conclusions. The process of successful integration of people with special needs in a higher education institution requires a systematic solution of many tasks. Creating an environment accessible to people with special needs is becoming an unconditional requirement for the development of higher education institutions and significantly affects the competitiveness of a modern IHE.

Analysis of the Key Theoretical Frameworks of the Organization of Inclusive Education in a Preschool Establishment

The article substantiates the peculiarities of the organization of inclusive education in preschool establishment. The author focuses on theoretical and practical research, in which the preschool stage of childhood is considered in the context of the problem of reforming the preschool education system within the framework of inclusion. The purpose of the presented article is a theoretical substantiation of the key theoretical and practical frameworks of the organization of inclusive education of children with special educational needs in a modern preschool establishment. The following research methods are selected: theoretical (study and analysis of pedagogical and psychological literature; legislative and normative documents; systematization, classification, terminological analysis; generalization of existing pedagogical experience) and empirical (pedagogical experiment; observation; pedagogical interpretation of research results). The methodological basis of the study is the activity approach in the process of personality development, conceptual provisions on the specifics of the organization of the educational process of children with special educational needs. According to the results of the presented research, the attitude of the participants of the educational process to inclusion, selection of content and methods of education, taking into account the individual characteristics and abilities of each child, has changed; the essence of interaction with children's parents; interdisciplinary interaction of all teachers. The author sees prospects for further research in the introduction of inclusive learning technologies into the practice of preschool education.

Професійна підготовка майбутнього вчителя до роботи з дітьми з особливими освітніми потребами

The article is devoted to the study of theoretical and practical aspects of the organization of future teachers professional training to work with children with special educational needs. It is noted that the professional training of specialists in this context is studied by various specialists: psychologists and teachers, physicians and sociologists, demographers and philosophers. It is shown that children with special educational needs require an individual approach in the organization of inclusive education in general secondary education, which provides a special organization of the educational process in higher education in the context of training future professionals. Attention is focused on the problems of professional training of future primary school teachers: insufficient development of theoretical approaches to ensure the system of professional training; imperfect professional training of primary school teachers to work in inclusive education; insufficient level of competence of research and teaching staff in higher education; lack of systematic vision of the problem of inclusion and ways to solve it in different educational structures, etc. It is stated that professional training requires the mandatory formation of the readiness of future teachers to work in inclusive education. Recommendations for the formation of professional readiness are characterized, in particular: to ensure full access of higher education seekers and teachers-practitioners to innovative tools of pedagogical activity; to develop and implement educational courses of prolonged action; to involve applicants for higher pedagogical education and teachers-practitioners in conducting research on the search for and development of effective technologies and methods in the context of inclusive education; develop clear action programs for the professional development of primary school teachers, etc. Keywords: professional training; children with special educational needs; future teachers; inclusive education, professional readiness.

ДОСТУПНОЕ ОБРАЗОВАНИЕ: ПРОЕКТИРОВАНИЕ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ ДЛЯ УСТОЙЧИВОГО РАЗВИТИЯ

The problem of achieving accessible and quality education set by the Global Action Programme on Education for Sustainable Development (2014) is discussed. It reveals the connection between accessibility of education and making it inclusive in its broadest sense, as education for all. The author hypothesizes that many of the difficulties that arise in the organization of inclusive education could be eliminated at the stage of designing the educational environment. The requests of modern pedagogy for educational environments of general education are analyzed and it is concluded that they do not fully reflect the interests of inclusive education. The aim of the study was to the principles of designing an accessible educational environment of general education organizations that implement inclusion. The general and special approaches to designing an accessible educational environment in conditions of inclusion were considered. The role of health-saving and developing character of the educational environment, and also its cultural and natural appropriateness to provide accessibility of education for all students as subjects of educational activity and subjects of health is grounded.

SOCIAL INCLUSION IN MODERN EDUCATIONAL INSTITUTIONS

The article highlights the organizational issues of social inclusion in modern educational institutions, ensuring equal access to education without discrimination at all levels. The author argues that inclusive education guarantees every child the right to self-realization, socialization in society, promotes the disclosure of natural abilities, obtaining the necessary help and support from parents, peers, teachers, and professionals. It is necessary to create a new culture of acceptance and social inclusion so as to allow every individual to feel a part of the community and be recognized in society. Psychological and pedagogical support is perhaps the most important for stimulating the successful provision of inclusive education. Inclusive education provides an equality-based learning environment for children with mental and physical disabilities and their healthy peers. In the focus are the main aspects of psychological and pedagogical support: the creation of a tolerant attitude to students with disorders of psychophysical development, the favorable climate in an educational institution; involvement of every child in social processes, acceptance by teachers, peers, family, and understanding the special educational needs of everyone; providing a correctional and developmental component of inclusive education. The article considers the basic principles of correctional-pedagogical work in educational institutions, emphasizing the strengths and weaknesses of this activity. The author states that the quality of the educational process largely depends on the extent to which the potential opportunities for learning and development of each child, his/her individual characteristics are taken into account and realized.
 The professional competence of a teacher and its constant improvement in the changing conditions of inclusive education contribute greatly to the learning process efficiency. To ensure the principles implementation effectiveness, teachers ought to concentrate on the organization of correctional and developmental work. They have to develop a system of correctional, preventive, developmental tasks, promote the unity of diagnosis and corrective methods of psychological influence, taking into account age and individual characteristics, and active involvement of the immediate social environment.
 The study seeks out to identify the main problems that arise during the organization of inclusive education (shortcomings of the legal framework, funding, content of education, adaptation of secondary schools, lack of proper teachers' training, specialized textbooks, and various socio-psychological issues). The findings of the study argue that in today's rapidly changing conditions, the educational environment is not isolated from external and internal factors that can cause both positive results and generate destructive changes. A system of preventive measures is offered to ensure the successful implementation of social inclusion

ORGANIZATION OF THE EDUCATIONAL PROCESS IN SPECIAL SCHOOLS FOR CHILDREN WITH SPECIAL NEEDS (2011-2017)

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education of children with special needs. It was found that the new regulatory documents State Standard (2011), the Resolution of the Cabinet of Ministers of Ukraine "On Approval of the Procedure for the Organization of Inclusive Education in General Education Institutions" (2011) and others have played a large role in the development of not only the educational process of children with special needs but also their rapid adaptation to society. It was determined that children with special needs, having their own characteristics, studied in special and inclusive classes. The urgency of the problem in this direction was substantiated and it was proved that their education and upbringing was carried out in specially created conditions, it was found out what services were provided to children with special needs by general educational institutions in classes with inclusive education, and it was also established how the educational process of children with special needs.
 It was determined what needs belonged to the peculiarities of the educational process of such children, namely: correctional development classes that, taking into account the conclusion of the psychological, medical and pedagogical consultation and standard curricula of special general educational institutions for children in need of physical and / or mental correction development. It was found that educational services were provided in educational institutions in classes with inclusive education using personality-oriented teaching methods and taking into account the individual characteristics of the educational and cognitive activities of children with special needs. It is proved that the educational process in classes with inclusive education was carried out in accordance with the working curriculum of a general educational institution, drawn up on the basis of standard curricula of general educational institutions, taking into account the individual characteristics of the educational and cognitive activity of children with special educational needs. It has been established that inclusive education contributes to the rapid adaptation of such children to society. It has been proven that the introduction of inclusive education is still one of the pressing problems of the development of children with special needs.

Conditions for the Organization of Inclusive Education in General Education Institutions of the Russian Federation

This article examines the issues of justification and expediency of applying the socio-pedagogical approach (position) in the organization of inclusive education in educational organizations, including the need to develop appropriate technology for organizing and implementing inclusive education in general education organizations. The author also defines a set of socio-pedagogical conditions necessary for the development and implementation of inclusive education in educational organizations of the Russian Federation and presents the stages of the development and implementation of inclusive education. The authors take the position that the creation of a socio-cultural educational environment in a comprehensive school is a means and tool for organizing a new educational landscape that contributes to the effective implementation of an inclusive approach in the Russian education system. An important task of the development of inclusive education is also the training of personnel: managers of inclusive educational institutions, teachers, and specialists who implement the practice of inclusive education.