Chelyabinsk State Institute of Culture, Chelyabinsk, Russian Federation

Abstract

The article highlights the importance of inclusive education for disabled children (DC) being
the members of a healthy children’s team. Theoretical and methodological basis for the article is
the system, sociocultural and complex approaches. These approaches and principles enable to
find out the components of the inclusive education process, to determine the values and peculiarities
of the education process, and to formulate the conditions of personality formation in inclusive
education providing culture-centric communication and relations in the society. The article
provides rationale to the viability of the principles of sociocultural integration, autonomy of
a disabled child in solving social issues, providing inclusive practice for the child’s development.
The implementation of the principles influences the way for a disabled person to become part of
various children’s teams, to formulate human values, to create new ways of interaction with reality.
The pedagogical support for DC was provided, the experiment was held in universities, libraries,
in social groups, where children obtained social experience participating in projects and contests.

Risks and hardships were shown, the ideas for further development were given. The example of
scientific and practical activities in the laboratory on the development of inclusive education was
given including psychological, pedagogical and social support, psychological and pedagogical
diagnostics, professional ethics. The results of the complex program depend on the set conditions
approbated and are subject to intense debate at scientific conferences of various levels.