Elena V. Osipchykova

The issues of inclusion in education are being more actively discussed and analyzed in scientific research in the framework of practical application. The extensive international and federal regulatory framework creates opportunities for everyone to exercise their rights to education, development, and social, cultural, and economic rights. In the past decade, there has been a notable increase in the number of school students with health issues in the Russian Federation. This situation justifies the need to actively search for effective ways to socialize and develop the personality of children and young people from this social group who study in schools. The relevance of this study has been confirmed by an analysis of the practice of organizing educational activities, as well as through a survey of students, legal representatives, and teachers from 10 general education institutions in St. Petersburg. The aim of this article is to model the process of inclusive education based on modern requirements of the regulatory framework, scientific research, domestic and foreign experience with the introduction of new forms of work with children and youth with disabilities. The theoretical foundation of the research is based on psychological and pedagogical theories of personal development and education, as well as methods and approaches to the upbringing of children and young people. As part of the research, methods of document and data analysis, classification, compilation, and generalization were used, as well as methods of sociological research. The content and results of the partial testing of the "Inclusion" module of the Secondary School №154 in the Primorsky District of St. Petersburg were also taken into account. As a result of the research, a model of inclusive education is proposed, including normative, methodological, personnel, substantive and evaluative components, approaches and principles of inclusive education, and the results of partial testing of new forms of work with children with special needs in the educational activities of the Secondary School No. 154 of the Primorsky District of St. Petersburg are presented. The theoretical significance of the research is represented by a scientifically grounded model of inclusive education. The practical significance lies in the development of the content of new forms of inclusive education. The developments can be applied in the secondary education system.

In the modern period of Russia's development, it is of particular importance to study methods and mechanisms for increasing the social responsibility of young people as a part of society, which can positively influence the resolution of social and economic crises. One of these mechanisms is the implementation of social projects. Many grant competitions have been established in Russia from public and private foundations and organizations, but the activity of young people in these competitions is not high enough. To investigate the possible motives for their participation, the author of this article found out that one of the reasons for the lack of engagement was the low quality of instructing young people to submit grant applications. The aim of this article is to work out a training model for preparing grant applications and their components as a way to increase the social responsibility of young people. To achieve this goal, we used such methods as data and document analysis, compilation, classification, generalization, sociological research methods, and statistical information analysis. The theoretical basis for our research includes philosophical theories and scientific materials on topics like the socio-cultural characteristics of young people, technologies for fostering social activity and responsibility, causes of low social engagement, methods for measuring social activity, and modern educational technologies. As a result of our research, we presented the approaches of scholars to the concept of social responsibility and philosophical ideas on human social responsibility. The content of the training model for preparing grant applications includes its various components, such as normative, methodological, personnel, substantive, and evaluative. It also includes principles, directions for pedagogical work, teaching methods, and approaches to evaluating results. The theoretical significance of this research lies in the scientifically based modeling of the educational process and the analysis of current training programs for preparing grant applicants. This research contributes to the development of a theoretical understanding of how to effectively prepare young people for grant applications and develop their social responsibility. Practically, this research can be applied by teachers and experts in grant competitions to develop the content of their training programs. It can also be used by organizations that work with young people to support grant activities and promote social responsibility.