Olga Korshunova

. The article presents the author's view of the methodological foundations of Inclusion, in particular, an attempt to analyze the conceptual apparatus of inclusive pedagogy is undertaken. Narrow and broad meanings of the terms "inclusion" and "inclusive education" are disclosed. According to the levels of methodology of inclusive pedagogy, its components are described, the essence of the methodological components is revealed in brief.

Based on the analysis of the transition state of the educational sphere from one educational paradigm to the other one, the article discusses the problem of interrelation of key competencies and universal learning performances as the intended learning outcomes. Transformation of the main function of the education content from the purpose of learning to the means of achieving new educational outcomes is emphasized. The concept "activity-based learning unit" is revealed on the example of competency-based assignments through demonstration of their structure, determining their purpose in the educational process of comprehensive schools, introduction of various classifications and modifications, and also ways of designing such assignments and tasks.

The article represents the ideas of developing of a textbook for a comprehensive school. This textbook is based on the objective laws of a psychodidactic approach to teaching and the principles of a level-style differentiation as educational techniques