Developing practices of inclusive culture social services: interdisciplinary analysis challenges and perspectives

The article analyzes the principles of interaction of regional social services with children with disabilities and their families. The authors considered the working practices of social institutions as well as cultural and educational institutions as the subject of the study. This allowed for the author’s analysis and interpretation of existing contradictions arising from the introduction of inclusive practices into the organizational culture of the regional social service. The data obtained in the course of the interregional empirical study demonstrate the disproportionateness of the processes of socialization and inclusion of children with disabilities, which is expressed in the lack of readiness as social services themselves (in methodological and methodical levels) and staff (practical, procedural levels) to carry out their mission - the application and development of inclusion practices not only in educational and social and social areas, but also in the field of sociocultural and professional socialization. The study found that, despite constant discussion of inclusion and disability, the concept of ‘inclusion’ is still misunderstanding among social service professionals. This has a negative impact on the effectiveness and effectiveness of the day-to-day activities of social services, the quality of their work, and the implementation of ideas of inclusive culture in practice.