Curricula adaptation as a tool of implementing the principles of inclusive education at university

The purpose of this study is to identify the principles and pedagogical conditions for the implementation of inclusive education at university. Today, greater emphasis is placed on the issue of ensuring access to education. Full and equal opportunities should be created for everyone, and especially for the vulnerable category of people with individual educational needs - people with disabilities (PWD). Providing conditions for education and further socialization is a priority, while there is a contradiction between the social order for high-quality education for all categories of people, including persons with disabilities, and the low degree of higher education accessibility for people with special educational needs. Integrated analysis and synthesis approaches were applied for thorough scholarly literature search; methods of generality and specificity - to identify the principles and distinctive features of the set of pedagogical conditions; interviews, online surveys, pedagogical experiments - to obtain factual evidence. The article discusses the key concepts of “inclusive education”, “adaptation”, “socialization”, “students with special needs”, “access to education”, “professional and general cultural competencies”. A special attempt was made to classify the principles of inclusive education, implemented in higher professional education; to define a solid rationale for making amendments into curricula based on humane education. The research offers a set of pedagogical conditions for the effective inclusion of the adaptation module in the curricula; the case study is Foreign Languages curricula, based on key competencies development. The results of the study are the curricula adaptation and development of practical guidance for organizing inclusive education at a non-linguistic university. Scientific novelty consists in identifying the principles and conditions of inclusive education for people with disabilities within curricula framework “Foreign Language”, “Business Foreign Language” in a higher educational institution, as well as determining the pedagogical conditions for the formation of professional and cultural competencies for PWD. The practical significance of the study is the development of amended adapted curricula via the process of experimental training as well as practical guide for people with disabilities within curricula framework “Foreign Language”, “Business Foreign Language” at university.