Keyword: «children with disabilities»

. In this article is reported that prosody of children with disabilities is characterized by considerable under-development. The most difficult impairment of prosody is observed in case of general underdevelopment of speech. Children who have different speech pathology have similar impairment of prosody: pace, rhythm, tone of speech, pauses. However there are individual features. Suggested programme of studying prosody of children who have general underdevelopment of speech can be used for its determination.

The article introduces the current state of the practice of inclusive education. Positive and undesirable prac-tices are considered. We studied the results of the education of children with disabilities. Reported: inclu-sive education is effective only for the part of the children with disabilities. The necessity of accompanying of each case of inclusive education of a child with disabilities.

The article considers the theoretical foundations and practice of realization of communicative-activity approach when working with children with disabilities in socio-cultural activities.

The article examines the specifics of introducing inclusive education in Russian schools. The attitude of Russian citizens towards similar changes in education is shown.

The article discusses the importance of medico-biological disciplines in professional training of special education teachers, the need for knowledge on the morphofunctional features of organism of children and adolescents at different stages of their ontogenetic development and dizontogeneticheskie development of children with disabilities (HIA), knowledge about the peculiarities of cognitive and personality areas of children with disabilities in different variants dizontogeneticheskie development the formation of adequate ways of medical-psychological-pedagogical support and correction of children with disabilities based on their individual and age peculiarities.