Social adaptation of children with special needs in the context of the introduction of inclusive education

The meaning of inclusive education is explained, history of its creation and realization of ideas of collective education of children with different educational needs in Europe are shown in the article. Number of factors that impede the implementation and development of inclusive education are discovered. Complex of interconnected economic and organizational levers on macro-, mezo-, microlevels aimed to activate the development of inclusive education in Ukraine is formulated. In the process of solving the tasks of system reformation, humanistic pedagogic communication is defined as a key link, education not only enables the democracy but makes it vital. Tasks important for the realization of inclusive education of people with special educational needs in Ukraine are also analyzed. Theoretical and methodological principles of socialization for children with special needs are investigated. The search of ways and forms of social adaptation of people with psychophysical development disabilities is done. The study of adaptation, integration and socialization of people with limited functional abilities becomes relevant. Social adaptation of disabled children will be successful if they have an ability to gain communication experience in the conditions of educational institutions. The review of works by contemporary scientists concerning the problems of inclusive education development in Ukraine and abroad was made. Based on the analysis of original studies made by foreign scientists the article highlighted the peculiarities of inclusive education development in Europe where the system of working with children that have special educational needs is established. Legislative base for such education is examined. It was discovered that an individual approach in education is significant.