INCLUSIVE EDUCATION IMPLEMENTATION MODELA IN PRESENT DAY WORLD
Basic models of inclusive education implementation in specific European countries – Sweden, Denmark, France, Finland and Norway – are considered. The models have been analyzed from the standpoint of its component elements. Various levels of inclusive education implementation are represented: legislative, national, municipal. Legislative acts that regulate inclusive education in above countries have been analyzed. The system of inclusive education teachers training in European countries has been described. Practical materials collected allowed revealing and analyzing the forms of inclusive education implementation as well as various aspects of psychological and pedagogical support of schoolchildren with special educational needs. Main challenges and problems of inclusive education implementation have been described. Analysis of European countries experience showed that the system of legislative acts that declares the necessary rights and freedoms and mechanisms is essential for inclusive education implementation. At the same time national educational systems shall have clear concept and strategy of inclusive education implementation that includes staff training system.Effective scientific and methodological support of inclusive education practices shall be provided on the municipal level. Experience gained in the sphere of inclusive education shows that none of the European countries educational systems contains all above necessary components.