The article presents the main directions of the current passport of the scientific specialty “Special Pedagogy” and the corresponding problems of current scientific research for each of them, aimed at the productive development of the domestic scientific school of special psychology and pedagogy. For the first time, a holistic picture of current scientific research is presented, reflecting the fundamental interdisciplinarity of special pedagogy, the main task of transforming the results of psychological research on the characteristics of the development of children with disabilities into the actual pedagogical ideas about their general and special educational needs, the required systems of education and upbringing.

The article presents the first ideas and practical attempts at inclusive education in the world and in Russia. The risks of developing the domestic practice of inclusive education are revealed.

The view of specialists on the joint education of children with special educational needs with ordinary children. The basis is the results of theoretical and experimental research, analysis of real experience in Russia.

The article considers different models of educational environment of school from the position of creating spatial-subject element. The principles of organizing the spatial structure of the educational environment of an inclusive school are analyzed. Research on the influence of architecture and object-spatial environment on the educational process is presented. The article identifies significant parameters for creating a rational and esthetic environment in an inclusive school. On the basis of literature data and research researches conducted by the authors, the main principles of design of inclusive spatial-subject element of school are defined: integrity and structuredness, mobility and transformability, safety, relevance, ergonomics, flexibility, individuality, development. A brief characteristic of each principle and the possibilities of practical implementation are presented.

The dynamics of communicative and personal qualities of senior preschool children is assessed from the standpoint of considering the group as a collective subject of communication. Among the participants of the experiment are children with special educational needs who experience specific difficulties when being included in the processes of education and upbringing in a children's team. The totality of participants in the pedagogical process and the resulting socio-psychological phenomena and conditions is defined as a communicative educational space. The psychological vector of the formation of an inclusive communicative space is the communicative differentiation of the individual based on the development of a positive personal attitude towards others of all participants in this space.

Creating a varied learning environment for children with rare diseases is a necessary condition for their effective treatment, education and socialization. In order to assess the psychosocial functioning of disabled children with glycogenic disease, and to formulate suggestions for optimizing the educational process, a continuous prospective study of 37 disabled children (average age 13.5 years) with glycogenic disease - elementary school students 62, 2% (23 people) and 37, 8% (14 people) - teenagers was conducted. The following methods and techniques were used: analysis of the child's medical documents, unstructured conversation with a parent about social conditions of the child's life, questionnaire on the organization of the child's educational process for specialists (teachers and psychologists), and a questionnaire «PedsQL 4.0 Generic Core Scales». It is established that when organizing the educational process of children with glycogen disease, it is necessary to take into account the type of GB and, as a consequence, physical and psychosocial functioning, as well as the organization of the treatment process.

The article indicates modern views on early intervention for children with disabilities in the context of a necessary condition for successful inclusive education of these children. The origins of the development of this problem in national science and practice are outlined. The importance of early differential diagnostic of developmental disorders and shortening the time between the identification of problems of the child and the beginning of complex correctional and developmental work is substantiated. The key goals and main tasks of early intervention to children and their families are listed, as well as actual problems requiring reflection and solution are identified. Among the problems, we can single out the growing number of children with disabilities and "risk group"; insufficient awareness of parents in matters of early intervention to their children; lack of unified approaches in providing early intervention by specialists from various departments; the lack of personnel competent in psychological and pedagogical work with infants and young children; insufficient level of knowledge of information-communication technologies in the practice of consulting and support.