MANAGEMENT OF INCLUSIVE EDUCATION AT THE COMMUNITY LEVEL: THE ROLE AND PLACE OF INCLUSIVE RESOURCE CENTERS

Abstract

The article describes the regulatory and legal regulation of the provision of quality educational services to students with special educational needs education at the community level through the prism of the process of decentralization and changes in the paradigms of directing the activities of managers in order to direct the activities of residents of united territorial communities who need support. Attention is focused on interdepartmental cooperation of doctors, educators and social service workers in inclusive education; practical experience of the participation of pedagogical workers of inclusive resource centers in the process of carrying out a comprehensive assessment of the development of a person, which is the basis for quality recommendations to parents (persons who replace them), teachers, specialists regarding the design of an individual educational trajectory of a person with special educational needs, the provision of basic social services accompanying a child during inclusive education, participating in a team of psychological and pedagogical support, providing high-quality educational services to students with educational difficulties at all levels. In connection with the military aggression of the russian federation, increasing disability in society, environmental, mental and physical factors, a person with special educational needs may appear in the community at any moment, therefore the role of inclusive resource centers as a center of consolidation of efforts to support anyone who needs support in the educational process is difficult to overestimate.