摘要：The article examines the historical stages of the development of various models (exclusion, segregation, integration and inclusion) education of children with special educational needs, children with disabilities (HIA). Special attention is paid to the analysis of the scientific debate on the differentiation of the terms "inclusion (inclusive education) and integration (integrative education". Presents socio-pedagogical aspects (base) inclusive education, including, in particular, and principles of conductive pedagogy. Considered substantive-methodological basis of tutor support educational process in inclusive schools.
