Inclusive Education as Socio-Pedagogical Factor in Modernization of High Education

The article deals with various aspects of inclusive education in Russia. Characteristics of children with special adaptive abilities are given, that is, individuals whose health or development impedes self-care, independent movement, orientation, communication, control of their behavior, mastering educational programs, work activity, that is, adaptation in society and socialization without specially created conditions. Factors and tendencies successfully realized in professional training of specialists and education of children with various possibilities of adaptation and socialization are revealed, administrative reasons, psycho-pedagogical and socio-economic nature, preventing the full integration of inclusive education in educational institutions of the Russian Federation are determined. Attention is focused on the need to modernize the professional and pedagogical training of specialists in the training of persons with HIA. Theoretical and practical substantiations are proposed as the directions of this restructuring, which ensure the theoretical and practical readiness of the teacher for professional activity with children with special adaptive abilities