This article analyses the relationship between the spheres of society and inclusion and
determines the prerequisites for the transition to the modern stage of inclusion in foreign
language education. The author presents an interpretation of the phenomenon under study in the context of teaching a foreign language. The author substantiates the idea that it is necessary to rethink and transform the approach to training future foreign language teachers to work in an inclusive educational environment, where inclusion becomes a methodological universal.
Key words: inclusion, inclusive educational environment, philosophy of education,
foreign language, diversity, teacher, universal.
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