Organization of inclusive education in higher education institutions of the Northern and Southern America

In the article, the authors studied and characterized the specifics of the organization of inclusive education in higher education institutions in the countries of North and South America. The analysis of literary sources showed that the training of students with special educational needs in the countries of North and South America is one of the important state tasks and is carried out in the conditions of realization of inclusive education in HEIs. It is established that the training of persons with disabilities abroad is accompanied by special services or departments that provide psychological and social support to students with special educational needs in the course of their professional training. The analysis of world experience shows that all countries are at different stages of inclusive education implementation. The leading position on the formation of principles and implementation of strategies for integrated (inclusive) education is the United States. The country creates a “society of equal opportunities”, one of the principles of which is the equality of access to public goods and opportunities, to counteract all forms of discrimination. International experience shows that developing an inclusive education system as a form of youth with special educational needs integration is a long-term strategy that requires patience and tolerance, consistency, continuity, a phased approach, and an integrated approach to its implementation. Ukraine should take into account the best practices of the world's leading countries in the field of social policy. This will address a number of issues related to addressing the issue of education, employment, integration of persons with disabilities into the environment, and the realization of their capabilities and abilities. However, it should be noted that for our country, the implementation of inclusive education requires a well-considered approach, since integration processes in the training of students with special educational needs in the countries of the Post-Soviet space have some specificity, they develop under the conditions of special socio-cultural status, taking into account the positives and achievements of special education.