Axiology of inclusive education and pedagogy of heterogeneity

Background. The need for inclusion of all students that are different in a wide variety of characteristics: socio-economic or physiological, psychological or behavioral, cultural or genetic and others, into the common educational environment is urgent. This is an initial task of the education sector, in fact it's necessary to teach personality positively accept and understand the values of another, interact with them as soon as possible. Analysis of recent research and publications showed that a broad interpretation of the term "inclusion in education" is under-represented in the scientific literature, and value measurement of complex issues is not disclosed among the existing works in this context. The aim of the article is to search answers to the fundamental question: what values features inclusive approach to education that takes us into the sphere of philosophical understanding of the problem. Materials and methods. The study used methods of document analysis, comparative analysis, differentiation, generalization, extrapolation and systematization. Results. Inclusion is both philosophy, attitude and practice of active diversity management. These are values of equal and fair access of every individual to successful learning, acquiring both professional, social and personal competencies and confidence. This is integration of every child in all aspects and areas of the school (university) life. Valuing each student ? a basic principle, ethics of caring and unity ? is keynote of the corporate culture of inclusive educational institution. Heterogeneity is not only social, but also individual psychological characteristics of the educational environment. However, this does is not an obstacle to successful learning, but rather fills the process with a variety of meanings and enhances the educational effect. Indeed, the presence in one audience members of various groups means that each has its unique value (mental, physical, spiritual), integrating which causes enormous growth potential of the group as a whole. The essence of teaching in terms of diversity is an openness to other values, percepting them tolerantly in active dialogue with own values. The teacher becomes the main subject of implementing ideas of pedagogy of heterogeneity and diversity, and this is the first step to building an inclusive society. The main characteristics of teacher's culture to use value orientation for successful inclusion should be values of tolerance and diversity, sensitivity and empathy, cooperation and collaboration, creativity, motivation for positive constructive polylogue for mutual enrichment and help. Conclusion. Axiological dimension of pedagogic of heterogeneity and inclusive educational environment development are closely correlated with human values, and on the other hand, meet the most urgent threats to the modern world. However, the practice of inclusive education implementation shows the initial stage and even the lack of theoretical elaboration of this concept. The adoption of heterogeneity and managing it, acquisition of competencies of successful work in a heterogeneous environment with the discovery of the unique potential of each individual team to mutual success is important. Prospects for further research on this issue are based on practice-oriented analysis of the principles of pedagogy and technology of development of pedagogics of heterogeneity and implementation of the concept of inclusive education in the broadest sense. Among the most pressing issues are the study of teaching and managerial competencies to work in a heterogeneous team, analysis of the ways and methods of inclusive environment and corporate culture of educational institution, developing technology of consulting all participants in the educational process for joint success with heterogeneous groups.