Ключевые слова: инклюзивное образование, социальнаяинтеграция, Национальная образовательная политика, «Индекс инклюзивности: развитие школьного образования», ресурсный центр.
HISTORY OF DEVELOPMENT OF INCLUSIVE EDUCATION Bekbaeva Z.N., Candidate of Pedagogical Sciences, Institute of Pedagogy and Psychology,
Kenzhebay A.S.,Master of Pedagogical Sciences, Institute of Pedagogy and Psychology,
Kazakh National Pedagogical University named after Abai, Almaty, The Republic of Kazakhstan
Abstract. The radical socio-economic transformations in the country, the activation of social policy in the direction of democratization and humanization of society, the development of the national education system determine the search for ways to improve the organization, content and methods of teaching and educating children with disabilities. Changing approaches to teaching and upbringing of children with disabilities (hereinafter referred to as children with OOP) is aimed at the formation and development of social activity of an individual who has the skills of social adaptive behavior in relation to the mobile economy. One of the ways to accomplish this task is educational inclusion, which is considered, first of all, as a means of social rehabilitation not only of the child himself, but also of his family. In addition, the development of inclusive education ensures equal rights, accessibility, the ability to choose a suitable educational route for any child, regardless of his physical and other capabilities.Integration into society, including inclusive training in vocational education institutions and preparation for work of a person with special educational needs and disabilities, today means the process and result of giving him the rights and real opportunities to participate in all types and forms of social life on an equal basis and together with other members society in conditions that compensate him for deviations in development and limited opportunities.