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.