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Introduction. Today, the problems of inclusive education are particularly acute. This applies not only to Russia, but also to the world as a whole. In the historical context, the realization of its necessity has become a long process. This is primarily due to the fact that the introduction of inclusive education entails the formation of a new culture of society and the transformation of established principles. Purpose setting. The article presents the process of formation of the inclusive education system in Russia and its current state. The features of this process are considered on the basis of the analysis of the problem of inclusion of autistic children in the educational process, the features of their behavior affecting the process of social adaptation. The problem of combining ordinary children and children with problematic social behavior is highlighted. The prospects and the role of additional education in this process and the development of the abilities of children with disabilities in general, as well as social factors affecting its effectiveness are considered. Methodology of the study. As a result of the analysis of factors influencing the process of education and socialization of autistic children, complex research methods are proposed, including the use of various pedagogical and educational means. Results. As a solution to the problem, the creation of additional education centers combining various fields of activity is proposed. The basis of such centers should be competent managers capable of thorough scientific understanding of the management process and making non-standard bold decisions. Conclusion. The decisive factor in the success of the educational and educatve process when working with autistic people is the training of managers who are able to make non-standard decisions taking into account the individual situation, the psychological readiness of the team for social transformations. |
