T. N. Ischenko, G. P. Karlov, I. V. Drygina
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Based on the analysis and establishing of causal relationships, the paper presents a search for theoretical foundations of inclusive education and mechanisms of their implementation. Considering the philosophical and socio-psycho-pedagogical aspects of inclusive education and comprehensive rehabilitation of students, the authors are focused on the ideas of the cultural and historical theory by L. S. Vygotsky, the concept of the activity approach by A. N. Leontiev, S. L. Rubinstein, and ideas of classical philosophy on the development of thinking by E. V. Ilyenkov. The didactic system providing a reasonable conversion of practice is developed on the basis of theoretical positions.
Key words: inclusion, conditions, consciousness, thinking, theory, problem, principle.
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