In the modern world, the number of children “with disabilities”, “with special educational needs”, “with mental disorders and deviations” has increased significantly. According to experts, approximately from the end of the 20th to the beginning of the 21st century, a trend of growth and frequency of disability in Russia has been noticed: it has doubled. According to various sources, this frequency ranges from 6-9%. The concept of “children with disabilities” covers the category of persons whose life activities are characterized by any limitations or lack of ability to carry out activities in a way or within the framework considered normal for a person of a given age. These are children whose health condition prevents them from mastering educational programs outside of special conditions of education and upbringing. The purpose of the study was to study the psychological characteristics of inclusive education. The methodological basis was not only the provisions of research by domestic and foreign scientists on the problem of inclusive education, but also official documents. One of the psychological features of inclusive education is supporting the rights and opportunities for education of every “special” child, not determined by physical, mental and intellectual abilities.
inclusive education, upbringing, pedagogical psychology, children with disabilities, rehabilitation, psychological support
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