Larisa А. Baykova

The relevance of the study is due to the need to create an invariant model of an inclusive educational environment, which will become the basis for creating variable models that allow practitioners to improve the effectiveness of inclusive education. The aim of the article is to identify the invariant goals of inclusive education models that are widely implemented in modern educational practice, as well as to present the results of an empirical study aimed at identifying invariant and variable special educational needs of children from different nosological and social groups studying in inclusive schools and colleges. Theoretical analysis of a number of inclusive education models has revealed a tendency to set an invariant goal aimed at satisfying the general educational needs of students with special educational needs: 1) the invariant goal of the IECE model is cognitive, social, linguistic, emotional and physical development, development of skills for meaningful and active participation in a safe, open social environment; 2) the invariant goal of the IPAA model is development of the most important social skills of self-care, interaction, cooperation, communication through the participation of each student in the class community; 3) the invariant goal of the socio-cultural model of an inclusive educational environment is the formation of inclusive norms and values, special thinking and actions in accordance with these values among the participants in the educational process. It is proved that special educational needs are one of the reasons for goal-setting when creating models of an inclusive educational environment. It was found out in the course of an empirical study that a number of special educational needs coincide for students aged 10 to 17 from heterogeneous groups (children with disabilities, children in a difficult social situation, gifted children, children-speakers of other languages): need for self-realization through high quality education; need for creative activity and broad social communication; need for physical and psychological safety; need (one third of respondents) for pedagogical and psychological support, assistance. The identified invariant special educational needs can become a guideline for determining invariant goals when modeling an inclusive educational environment. The theoretical significance of the study lies in identifying special educational needs common to different heterogeneous groups of children studying in an inclusive educational organization, which are the basis for formulating invariant goals in the inclusive education model. The practical significance of the study lies in the proposed system of questioning children to identify basic educational needs that are invariant for different heterogeneous groups of children.