Children with disabilities in the educational environment

The relevance of the research presented in the article is determined by the fact that the inclusion of children with disabilities, as “atypical” subjects, in the educational environment is an important socio-political and socio-cultural task, the solution of which meets the social demand of modern society and is associated with the development of inclusive processes. At the same time, nowadays in the educational environment there is an accumulation of inclusion risks. The scientific novelty of the article is determined by the fact that it presents a new theoretical approach to analyzing the educational environment in terms of its inclusive potential for children with disabilities, reveals its potential for the development of social inclusion. Inclusive potential is interpreted by the author as a set of available and possible means and resources, actualized under the influence of the activity of the subjects of inclusion. The main results of the study are that, based on the analysis of empirical facts obtained during a semi-formalized interview of children with disabilities ( n = 130) and a questionnaire of their parents ( n = 130) living in the Murmansk region, the state of inclusive processes in the educational environment is revealed, existing barriers of this environment that reduce its inclusive potential and its factors are revealed.