Problem of the didactic principles integrity of teaching in inclusive environment

the article raises the problem of continuity and succession of didactic support of mass and special education in the context of inclusive education. There are organizational and regulatory prerequisites for solving this problem. The author comes to the conclusion that it is necessary to develop didactic support for changes in the content, methods, approaches and strategies of teaching children with disabilities in conditions of mass classes. Since the basic category in didactics continues to be a category of didactic principles that serves as a mediator between theory and practice of the educational process, the problem of comparing the didactic principles of general and special pedagogy in order to ensure «horizontal» and «vertical» continuity of education in classes with inclusion was formulated. The article compares the principles of didactics of general and special education based on the complementarity approach. The task is to search for the optimal combination of the principles of general and special pedagogy for the organization of effective continuous inclusive education. The author raises the problem of searching the niche for the principles of rehabilitation and system-wide principles for self-organizing systems arrangement in the didactic support of inclusive education.