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This paper is devoted to the analysis of the concept of “inclusion”, the existing problems and challenges of the implementation of inclusive education in the world, in particular through the example of the development of inclusion and the implementation of inclusive and socio-psychological practices in the education system in Germany. It describes the system of services for persons with disabilities, based on the classification by ICF, which is a standard and instrument of the World Health Organization, where disability is not considered as a property of a person, but a social phenomenon. The research is aimed at the organization of an inclusive environment, which does not exist in isolation, does not belong to a particular area of education, but is a natural part of society, and a general pedagogical concept. Ways of developing inclusion and inclusive education in particular are considered with regard to the history and mentality of countries, where the global community has moved away from a narrow view of inclusion as interaction with people with disabilities, and towards a broad acceptance of inclusion, where societies are diverse, with no segregation on the basis of diversity, from language and religion to disability, development and gender philosophy, which is the ideological basis for inclusion.

Inclusion as a special, progressive worldview is the emotional maturity of society, a well-thought-out structure of interaction between the child’s family and society and with other families, schools and other social institutions. The existing problems in the implementation of inclusive approaches in education in Russian practice are considered, in particular, the issues of human resources potential. The key principles of remedial and inclusive education, including in Russian educational practice, based on research by Lev Vygotsky, are presented.

This research focuses on the problem of psychological health and its structural components. The aim of the research is theoretical analysis and empirical study of the relationship between features of older preschool children’s relationship to nature and their psychological health. It was assumed that there is an interdependence between the features of the perceptual-affective component of a child’s relationship to nature and his relationship with himself within the structure of psychological health. The article provides insight into modern research in the problem of psychological health and validates the model of psychological health as a system of personal relationships, which includes relationship to yourself, relationship to others, and relationship to the world, in particular the natural world. A distinctive feature of the model is the importance of emotional contact with nature and the subjective perception of it, along with dialogue and emotional interaction between people. The diagnostic program was designed on this basis. It offered the opportunity to explore features of children’s psychological health at the ages of 5-7, including their personal relationship to nature. The program includes diagnostic methods in the form of conversation, a verbal associative test, projective techniques and the author’s modified technique using a projective method with materialization as described in the children’s test “Diagnostics of emotional relationships in the family” (Bene, 1999). 156 children at the ages of 5-6 and 6-7 years have taken part in the empirical research. It was shown that the development of the perceptual-affective component of child’s relationship to nature is reliably linked with their emotional state, the features of self-awareness, and their social position in a group of peers.

The article is devoted to the work with children with disabilities. After the introduction of the federal Standard of the preschool education these problems have become especially relevant. A key principle of the Standard is to support the diversity of each child, including the child with health disabilities. The author pays particular attention to the importance of training for work with children. Teachers of preschool educational institutions should know and take into account the individual characteristics of children with health disabilities to acquaint parents with the peculiarities of their interaction with children, to provide psychological support to the family in implementing educational activities in the frame of the developmental program. The article is focused on the need to develop an individual route of education for every child.