Foreign practice of organizing inclusive education

Abstract

The issues of inclusive education are relevant for many countries, and the qualitative implementation of inclusion principles requires a combination of many fundamental elements, such as conceptualization of approaches to the implementation of inclusion principles in a particular country, taking into account the specifics of its development and local characteristics, as well as ensuring the interaction of state bodies to implement a unified state policy for the successful development of inclusion in education. Every year the number of students in need of special learning conditions is constantly growing. To solve this problem, inclusive groups are created. The main purpose of such a group is socialization and integration in the broad aspect of understanding of students with disabilities in society. Inclusive education, apart from solving educational problems, contributes more to the quality of life in the society. Supporting the idea of inclusive education, realizing the implementation of inclusive practices, educational institutions work in an innovative mode.At the same time, one of the important tasks is to create a sustainable, developing, effectively functioning system of psychological and pedagogical support of inclusive education in educational institutions of various types and kinds. And this can be achieved by analyzing the rich experience of organizing inclusive education in foreign countries