Adaptive-pedagogical model of inclusive education on the example of the Novosibirsk region

The relevance is due to the attention of modern society to the problems of inclusive education. Educational inclusion asserts equal treatment for all people, creates the necessary conditions for people with special educational needs, is considered as the most important mechanism of social inclusion and is recognized by the world community as a component of humanism.

One of the objectives of regional education is to develop inclusive vocational education for young people and children with disabilities. The regional education system implements inclusion technologies and creates organizational and pedagogical conditions for children with disabilities and young people with disabilities to receive secondary vocational education in the Novosibirsk region.

The main research methods are collection and analysis of statistical data, experiment, pedagogical observation.

The results of the organization of educational inclusion in the region through the prism of the activities of the basic professional educational organization of the Novosibirsk region (hereinafter BPOE) allow us to determine effective mechanisms for the formation of an accessible educational environment, as well as vectors for the development of social inclusion. The implementation of a professional mentoring model for young professionals working with families raising children with disabilities and HIA, and people with disabilities and HIA, developed by the staff  of the Novosibirsk Region Educational and Educational Institution, will ensure not only organizational and methodological support for inclusive education, but also a solution to the safety of personnel working with children with disabilities and HIA and their parents. development of their professional competencies and psychological readiness for inclusion.

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