THEORETICAL ANALYSIS OF THE INCLUSIVE EDUCATION IN THE MODERN EUROPEAN EDUCATIONAL SPACE

Introduction. Inclusion processes have become a reality for the modern European education system and are enshrined in law. Over the last decade, a large number of publications on the problem of inclusion in education have accumulated in the scientific literature, which indicates the high interest of scientists and practitioners in this innovation. However, it should be noted that the state of research in this area remains clearly insufficient, the lack of a integral concept of building an inclusive educational space that provides real access of people with disabilities to educational resources, their full socio-cultural integration with special needs and opportunities does not exist in real time, which leads to the study of this issue. The purpose. The purpose of the article is to substantiate inclusive education in the context of the European educational space, to identify the challenges facing scientists for further study of these issues, as well as to reveal conceptual approaches to the theoretical analysis of inclusive education. Methods. To achieve this goal, the following theoretical and cognitive methods were used:analysis and generalization of scientific literature, comparison, synthesis,systematization and generalization of the studied information. Results. Based on the essential characteristics of the inclusive education theoretical analysis in the modern European space, the diversity of conceptual approaches to the issues of inclusive education in general and inclusive education in preschool establishments is determined. Originality. The main features of inclusive education as a specific organization of the education and upbringing process, in which all students, regardless of their physical, mental,intellectual, cultural, ethnic, linguistic and other characteristics, are included in the general existing education system and study at the place of residence together with their peers without disabilities in the same preschool or secondary schools, and later in higher education institutions. Inclusive education in educational institutions realizes the rights of children with special educational needs to study at their place of residence, their socialization and integration into society, parents' involvement in the educational process. Conclusion. It is generally accepted that inclusive education is a process of developing general education, which implies access to education for everyone and provides access to education for children with special educational needs. However, today the term «inclusive education» is a more modern concept that reflects a new view not only of the education system but also of the place of a person in society. Children with special educational needs make up the majority of the population, so the opening of the boundaries between ordinary and special childhood makes new demands on their acceptance in society. Indeed, the development of modern European society requires a tolerant and equal attitude towards everyone. The results of the theoretical study of inclusive education in the modern European educational space have shown that the insufficiently developed level of theoretical and methodological base, which will become the foundation for creating conditions for full education of disabled people and people with disabilities and the introduction of inclusive education were highlighted as one of the of social policy priorities in the world.