INCLUSIVE EDUCATION AS A PRACTICAL CONCEPT OF SOCIAL JUSTICE

The article analyzes the idea of inclusive education as a practical component of social justice. The development of inclusive education involves a change in the educational paradigm. Inclusion is based on the principle of access to education for all students in difficult life situations, not just for people with disabilities. Inclusive education is a transition from the theory of postulates, rules, models that apply exclusively to people with disabilities, to an education system that includes children with special educational needs. This is a significant shift in education towards a comprehensive, holistic approach based on the interests of the child (student).Such an approach requires the creation and implementation of the concept of social justice and overcoming discrimination in its various forms, developing a strategy for training and retraining of teachers and administrative staff, opening centralized resource centers and socially oriented programs, involving parents as actors, developing multidisciplinary cooperation and interaction all stakeholders at the local level, governance at the level of the educational institution, education planning for all, global partnership, addressing early intervention.The importance of inclusive education is unquestionable, and it applies to both normally developing children and children with special needs. The first to be included in the learning process are convinced that there are other children, not like themselves, but who need to be treated as themselves and accept these children as they are; others, i.e. abnormal children, when accepted, involuntarily become more socialized and integrated into society. However, the real results of integration (in the form of tolerant interaction and acceptance of others as they are) are slow, and provide sufficient progress in the readiness of parents of children with normal mental development to allow their children to learn with children in need.The tendency to constructively rethink the experience gained in Ukraine is largely related to overcoming the negativist approach to the world experience of raising children with special educational needs, which we have recently cultivated. Because finding a balance of these approaches in theory and practice will help identify acceptable ways to implement inclusive education in our country.