ИНКЛЮЗИВНОЕ ОБРАЗОВАНИЕ В НАЧАЛЬНОЙ ШКОЛЕ:ОПЫТ, ПРОБЛЕМЫ, ПЕРСПЕКТИВЫ.

Abstract

 
The term "inclusive education" is heard from various people: teachers, parents, 
deputies, public figures, scientists, and heads of educational organizations.   There is a 
gradual  change  in  attitudes  towards  people  with  mental  and  physical  disabilities. 
Today, the strategic direction is to include children with special needs in the general 
flow, which is known as inclusion. Based on the provisions of the UN Declarations, 
Conventions,  and  Recommendations  on  Human  Rights,  these  children  include: 
children  with  health  issues  (psychophysical  disabilities,  HIV  and  AIDS-infected 
children, and others);   The main goal of inclusive education is to ensure that children 
with disabilities receive education in their local communities in accordance with their 
cognitive abilities and needs, to promote their social adaptation and integration into 
society, and to enhance the role of families in the upbringing and development of their 
children. Inclusive (French inclusif – including, from Latin. include – I conclude, I 
include)  or  inclusive  education  is  a  term  used  to  describe  the  process  of  teaching 
children with special needs in general education (mass) schools.  Inclusive education 
is based on an ideology that excludes any discrimination against children, ensures equal 
treatment for all people, but creates special conditions for children with disabilities.  
The organization of education for children with developmental disabilities is a long-
term  strategy  that  requires  patience,  consistency,  continuity,  and  a  comprehensive 
approach to its implementation, which is why the issues of inclusive education remain 
relevant.