摘要：This article examines definitions and classifications of pedagogical conditions from various psychological/pedagogical sources. Consequently, the author comes up with his own definition and classification of the pedagogical conditions of inclusive learning in the system of higher education. In the resulting classification, the author singles out four major groups of external and internal pedagogical conditions which best reflect the specific characteristics of inclusive learning. The theoretical classification reflects all the aspects of implementing inclusive learning and can be used in practice at institutions of higher learning specializing in different fields.
