Abstract: The subject of the study is a conceptual view of inclusive professionalization. The article shows the urgent need to change the views on inclusive professionalization in higher education. The professionalization system should include the highest scientific achievements of inclusive areas (economic, social, political, cultural, etc.), we will receive highly qualified specialists. The main purpose of the article is to show a new, broader view of the essence of inclusive professionalization in higher education. New possibilities of inclusion as developing and advanced learning are shown, forming such professional competencies that help students to engage in future social processes, and therefore contribute to their successful professional socialization. The method is a review and analysis of the literature on the research topic, the main methodology is the concept of inclusion as a general way to theorize the inclusion of persons with socio–functional differences in the professionalization system with an analysis of scientific literature on this topic. The scientific novelty of the article is a new conceptual approach to inclusive professionalization. Conclusion: inclusive professionalization is a complex and systematic process of creating an inclusive and developing field, including various inclusive areas. In addition to the disabled, all persons with socio-functional differences (pensioners, military personnel, prisoners and those released from prison, citizens from liberated territories, migrants, displaced persons, etc.) are included in the training. Training and education of students is carried out with the help of modern equipment, devices, technologies, training programs, educational and methodological base, health-saving methods. This will enable advanced vocational education, help students with socio-functional differences successfully master the process of professionalization, form socio-professional subjectivity, and be in demand in the labor market.

Abstract: The object of the present research is the would-be professionals with socio-functional differences (the term offered Maltseva), while the subject of the research is the development of the integral basic assertiveness qualities in the process of formation of their socio-professional subjectivity (another term offered by the researcher). In her research Maltseva specifies and systematizes features attributable to assertiveness. Describing procedural and conceptual features and peculiarities of different approaches to the concept of assertiveness as a process, the author focuses on particular psychotechnics and psychotechnologies that are applied in the sphere of subjective development (the author's term) and help would-be professionals with socio-functional differences to change from viewing themselves as an object, i.e. victim of circumstances, to being a subject of their professional activity capable of controlling their life and constantly developing. In her research Maltseva describes the newest psychological technics, their purpose, essence and proposed result. The researcher also defines the basic features of assertiveness typical for would-be professionals with socio-functional differences as well as the structure and the signs of assertiveness being developed as a quality. Emphasizing the complexity of formation of the socio-professional subjectivity in the field of subjective development of would-be professionals with socio-functional differences, the author of the article reveals the purpose and meaning of each method or psychotherapeutic technic and stresses out that their implementation requires an individual approach which would take into account particular qualities of every group of clients. 

Abstract:  Considering the problems of inclusive education in perspective of the humanistic paradigm, the author analyzes whether representatives of faculty groups from various universities are ready for practical activities in this direction, underlines the urgent relevance in the preparation of the pedagogical staff of higher education institutions for organization of this work. Based on researches of domestic and foreign scientists in the field of pedagogy and psychology, the author stresses that humanization of the educational process is the transition to the person-oriented approach, which is based on the subject-subject interaction. The author uses the method of questionnaire, which allows to carry out a quantitative and qualitative analysis of the readiness of teachers for humanization of the educational process. The author also emphasizes the discrepancies arising in the mind and real activity of many teachers which is explained by their lack of pedagogical education. This reality causes contradictions between the need for developing inclusive education, on the one hand, and unwillingness of teachers to implement it, on the other, which, of course, requires to include personnel retraining courses for those who do not have pedagogical education. Without any doubts, this is the topic for further researches. 

Abstract: The object of this research article is the concept of "socio-professional maturity of future specialists", the subject of the research is the definition of the essence of this concept. The author notes that the concept of social and professional maturity consists of particular elements that have been well studied in the academic literature before, these are the maturity and professional competence. In her research Maltseva describes the approaches to the analysis of these categories, their nature and gives the definition of "socio-professional maturity" of future specialists. The theoretical-analytical approach has allowed to determine the place of these concepts in the process of training of future specialists, to consider its supporting components such as personal maturity, professional maturity and professional competence. Development of social and professional maturity is a multi-stage process that corresponds to the level of a specialist's training at each stage of professional development throughout their career. The result of the research was the scientific definition of the investigated concepts and methodological analysis of the research. The author emphasizes that in the process of professional development there is a need to consider peculiarities of formation of social and professional maturity in accordance with the intellectual and age development of future specialist. Maltseva also views socio-professional maturity as the criterion and indicator of professional competence. 

Abstract: The object of the present research is the future social workers with socio-functioinal differences, the subject of the research is the definiton of the term 'socio-professional subjectivity'. For the first time in the academic literature the author introduces a scientific term 'socio-professional subjectivity' which has been predetermined by the need to provide for higher education of a special category of social customers, i.e. people with socio-functional differences. The latter is also a new term offered by the author of the article in order to describe a special group of social customers. According to the author, people with socio-functional differences present a high potential for social work with various groups of clients. The definition of 'socio-professional subjectivity' is introduced based on a suppletive method that reflects mutual convergence and confluence of a number of elements, i.e. subjectivity, social subjectivity and professional subjectivity. The main result of the present research is the generalization of conceptual approaches to the definition of socio-professional subjectivity of future social workers with socio-functional differences. The author underlines their binary nature and emphasize the fact that they can be viewed both as the process of professional socialization and important aspect of social work that reflects social policy of the government.