MODELS OF ORGANIZATION OF INCLUSIVE EDUCATION IN FOREIGN PEDAGOGICAL PRACTICE

Abstract

The article offers an analysis of pedagogical practices of foreign education for the inclusion of children with disabilities in educational institutions. The introduction of children with disabilities into the educational process in the system of general educational institutions has led to the development of various technologies for teaching this category of children. The educational policy of foreign countries has led to the allocation of certain approaches to organizing the upbringing and education of children with disabilities, such as segregation, mainstreaming, integration, inclusion. The article analyzes the existing practices and developed models of inclusive education in foreign pedagogy. It has been determined that inclusive education presupposes the systematic implementation of the educational process, including taking into account the needs of the participants in the educational process, fully equipping the environment for the successful adaptation of children, and much more, ensuring adequate adaptation of a child with special needs in the general educational environment. It is emphasized that at present, further research is required on the problem of inclusive education of children with disabilities in order to determine the conditions for its implementation in different countries.