Analysis of Inclusive Education

The purpose of the article was to reveal the perceptual aspects of the process of adaptation and interaction in a group of normal children and disabled children in educational institutions where inclusive education is organized. In the process of communication, such features as mutual understanding, mutual assistance and respect between children were revealed. For example, children may interpret each other differently: they may not understand or not only understand, but also accept the goals and motives of their interaction partner. However, in both cases, the process of perceiving a person by others is an obligatory component of communication.
The article analyzes the existing problems and difficulties of inclusive education in secondary schools, organizational, pedagogical and psychological features; conducting tests and questionnaires taking into account the individual characteristics and adaptive capabilities of students who need special attention, and on the basis of this self-assessment of students participating in inclusive education, social to determine adaptation (adaptation), at the same time the level of communication and accessibility; the task of determining the effectiveness of the model for integrating pedagogical and psychological requirements and improving inclusive educational activities through experimental work has been determined. As a result, the need to train future teachers of inclusive education based on a competency-based approach is described, an experimental test and analysis carried out in the inclusive education system is carried out, and recommendations are made. Methods and stages of effective organization of inclusive education technology in general education institutions are identified and described in detail. Suggestions have been made about the connection between the education system in special schools and inclusive education and the connection between inclusive education and types of disabilities. In conclusion, it was determined that the development of future teachers based on a competency-based approach has become a social and pedagogical necessity, as well as a theoretical, practical, pedagogical and methodological system of preparation for inclusive education.
Based on the conducted theoretical studies and experimental studies, methodological recommendations have been developed on the basis of improving the pedagogical and psychological characteristics of the organization of inclusive education.