Experience of inclusive education implementation in European contries.

Abstract

Education has always been a special function of the society and the state, aimed at the formation and development of socially significant qualities of each person as a society member and a citizen of the country.The society's consciousness formation is influencedthrough education, and the processes of conscious self-development of citizens are regulated. As a social and cultural phenomenon, education is thehumanity attribute, its integral supporterin the progressive movement of evolutionary development.The European system of general secondary education with its variety of types and diversityof educational institutions, in particular those that take care of the education of children with special needs, is a key element of the modern European model of the social system, which is attractive to countries with a post-totalitarian regime (including Ukraine) in view of the tasks, goals and prospects of solving urgent problems of a social and pedagogical nature.Starting from the '70sthere werechanges in the system of special education in advanced European countries, and as a result, integrated and inclusive education of children with developmental disabilities was defined as the main form of their education.The article identifiesthe conceptual and terminological field of inclusive education; the trends and problems of the inclusive education formation in some European countries are highlighted, in particular, it is about the state policy of supporting inclusive education in Italy, Belgium, Austria, the Netherlands and Sweden.