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The article is devoted to the organization and implementation of lifelong inclusive education for children with special healthcare needs and disabilities at various age stages; reveals key aspects of the implementation of inclusive education in the early, preschool and adolescence stages, as well as at the stage of professional education. It describes the special conditions for access to a high-quality education of children with special educational and reveals some problems of inclusive education. Significant attention is given to the issues of tolerance within the context of inclusive education for persons with special healthcare needs and disabilities.

Recent trends in the development of lifelong inclusive education of persons with disabilities in the Russian Federation