Among the complex and still far from solved problems in the education system are the problems of the pedagogical paradigm, its essence, content, structure. In this area of scientific and pedagogical knowledge, in the conditions of the modern information world and the “crisis of world education”, discrepancies have appeared regarding the concepts and paradigms of education, which determine the need and relevance of studying this important problem of pedagogical theory. The authors of the article focus the reader's attention on the essential understanding of the very problem of inclusive education, namely the social and psychological rehabilitation and adaptation of students in the context of inclusive education. In addition, the authors emphasise that it is not health-related medical problems that are stated in the Concept as the causes of disability, but shortcomings in the development of society, which, with their barriers, prevent the realisation of the rights and freedoms of people with health disorders. Ratification of the Convention on the Rights of Persons with Disabilities will allow governments in most countries of the world to perceive persons with disabilities as full citizens, and not as a special social group of people. The purpose of the study is to substantiate the idea of the main cause of the general crisis in world education as a result of increased differentiation of scientific knowledge due to the acceleration of its growth and to develop an approach to overcoming the crisis within the framework of the general programme of inclusive education. Currently, the solution of problems associated with disability is one of the priority tasks of the social policy of modern Russia. Based on the results of scientific research, the authors see the solution to the problem in reforming the existing educational system, in the formation of new postulates and models for setting and solving the problem of inclusive education.