OPPORTUNITIES FOR FORMING THE CONCEPT OF SOCIAL INTEGRATION OF CHILDREN WITH DISABILITIES
Abstract
This article examines the theoretical, methodological, psychological, and socio-pedagogical foundations for forming the concept of social integration of children with disabilities in modern inclusive education systems. The study analyzes educational policies, interdisciplinary cooperation, family participation, and competence-based approaches as essential mechanisms for effective integration. The research substantiates that social integration should be understood as active participation, equal opportunity, social interaction, adaptation, and self-realization. It is argued that systematic pedagogical support, individualized instruction, positive peer relationships, and institutional commitment significantly enhance sustainable integration outcomes.