Keyword: «inclusive educational environment»

On the basis of analysis of the regulations clarify the content of the special conditions required for the training of students with disabilities in high school, disclosed the direction of content adaptation elective courses. Details considered methodological approaches to compiling AOPVO.

The article is devoted to the study of the psychological safety features of participants in the educational process in the context of inclusion through consideration of the educational environment components structure and the threats to psychological security that it has. The educational organization faces in the process of introducing inclusive practices barriers that affect the condition of psychological safety, which they can overcome by creating and implementing technologies to support the psychological safety of the educational environment.

Нhe article presents practical experience in solving problems of intercultural communication in a multinational school (MBOU Secondary School No. 10, Yerik settlement), where 83% of students are representatives of various ethnic groups and practice Islam. Using specific examples (gender-related authority of teachers, conflict over school uniforms, language barriers), the author analyzes key challenges in the interaction between students, parents, and teachers. Effective ways to overcome them are described, including dialogue, legal awareness-building, involving parents in school management, and adapting the educational process using the "dialogue of cultures" methodology. The article will be useful for teachers and administrators of educational institutions working in a multicultural environment.