Inclusive Education: Theoretical and Methodological Foundations, Practice and Prospects

Abstract

This article provides a scientific analysis of the theoretical and methodological foundations of inclusive education, its socio-legal framework, and its relationship with modern pedagogical approaches. The study reveals that inclusive education is grounded in the principles of human rights, social justice, and equal opportunities. The essence of methodological approaches such as differentiated instruction, universal design, and collaborative pedagogy is examined. Furthermore, issues related to the adaptation of the school environment, professional development of teachers, and the organization of cooperation with parents are considered from both theoretical and practical perspectives. The article analyzes the problems and barriers that arise in the process of implementing inclusive education and develops proposals and recommendations for overcoming them. The research findings substantiate the positive impact of inclusive education on the quality of learning, social integration, and the comprehensive development of the individual.