Diana S. Antipina

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.