Role of psychological support in inclusive education

As part of the modern concept of the FGOS the most urgent problem is the role of psychological and pedagogical support of children in inclusive education. Talking about inclusive education, it should be noted that it is not only the creation of technical conditions for unimpeded access of children with disabilities in educational institutions, but also the specifics of the educational process, which should be built taking into account the psycho-physical capabilities of a child with disabilities. Thus inclusive education is understood and becomes in fact a complex and multifaceted process of joint education and training of persons with disabilities and normally developing peers. That is, inclusive education and the system of psycho-pedagogical support allow children with disabilities more effectively progress in social development, which is based on social adaptation. It becomes obvious that psychological support is acting as one of the key components of the education system in general and the basic, fundamental, component of inclusive education. This position of psychological support to successfully implement individual opportunities of personal development and providing a fully adaptive, mutual perception: the child-microenvironment microenvironment-child. Psychological support a systematic approach is the key to efficient operation of the educational institution that seeks to implement a program of inclusive education.