Abstract: The goal of this article lies in the analysis of theoretical conceptual-methodological grounds of inclusive education in the Russian Federation for the effective management and coordination of the work of educational institutions. For achieving the set goal, the author examines the general theoretical conceptual-methodological grounds of inclusive education; competence approach towards inclusive education in Russia; theory of implementation the inclusive form of education; basic elements of the concept of inclusive education; as well as methodology of inclusive education in the Russian Federation. The concept of inclusive education implies the mechanism for exercising human rights for people with health impairments. This mechanism is based on the interdepartmental cross-disciplinary formation of the barrier-free environment for any person to exercise their rights. The concept of inclusive education formulates social approach towards disability. The medical problem of disability shifts into the social sphere – a person with health impairments should not only receive treatment, but also live a normal life. Therefore, disability is viewed as a set of social barriers that stand in the way of realization of the abilities and needs of a person with physical or mental impairments. The goal is to eliminate such social barriers. The modern strategy of the Russian Federation in the area of education and social policy is aimed at bringing into compliance the institutional systemic conditions in order to turn inclusive education into the priority area of education.

Abstract: This article presents a comprehensive analysis of the normative legal, methodological, and practical requirements towards implementation of inclusive education in the modern educational institution. The author examines the fundamental international legal acts ensuring the rights of persons with health limitations; list of laws ensuring implementation of inclusion into the Russian education; normative-legal documents regulating the efficient functioning of inclusive activity of educational institution in the Russian Federation; main methodological requirements towards implementation of inclusive education in the educational institution; requirements to practical results of implementation of the dynamic process of inclusive education. The article highlights the three key mechanisms of realization of inclusion: 1) development and realization of an individual curriculum; 2) devising a program of individual psychological and pedagogical support of a student; 3) development of intervention program that must become a part of the curriculum. The main conclusion lies in the thesis that inclusion is a dynamically developing process that contains the three independent sub-processes: educational process; assistance and support; socialization, integration to culture and system of social relations.