Psychological and pedagogical conditions of inclusive education

The article discusses the concept of «inclusive education» as a process of training and education of children with special educational needs in mainstream institutions. The basic values of inclusive education, first of all - respect, tolerance, mutual aid, the development of the deposits of all students. We describe the function and status of the assistant-coordinator in the conditions of inclusive education, carrying out individual or group support students. Determined psycho-pedagogical conditions of inclusive education - pedagogical support and educational support, set their differences. Pedagogical maintenance is considered as the creation of resource conditions - methodical support; subject-developing environment; participate fully in school life for all students; education in schools located in the community; availability of psycho-pedagogical diagnosis of subjective manifestations of the child; development and implementation of individual educational routes of children; pedagogical and social support; changing social attitudes towards the child with disabilities. We give interpretation of pedagogical support of a direct interaction of the teacher and the child, characterized by unity of purpose in the education of a child's responsibility; subjectivity of the pedagogical process, is a special way of its organization; intersubject interaction, based on cooperation and dialogue; social and individual character development of child socio-cultural experiences; integrality of the pedagogical process, lies in its continuity and Polystructural pedagogical process, including target, informative, efficient organizational, productive components. We consider the line teacher interaction with other professionals in the conditions of inclusive education, «psychologist-teacher», «social pedagogue-teacher», «teacher-therapist», «teacher-therapist», «teacher-specialist physiotherapy (physical therapy),» «teacher-medical worker».