The article considers the creation of an inclusive educational environment as one of the strategic directions of reforming and improving the national education system. The key features of modern inclusive education are analyzed: it allows to consider such a phenomenon as “diversity” as a new reality in all its manifestations; guarantees equal access to quality education, providing maximum freedom of choice to each student, affirming the principle of individualization of the learning process and giving students the opportunity to achieve higher educational results; organization of cooperation with families, state and public organizations; promoting academic success, maintaining a philosophy of acceptance of each child and flexibility in approaches to learning. It has been proven that the creation of an inclusive educational environment aims not only to organize the educational activities of a child with special needs, but also to socialize him as a priority of the inclusion process. It was found that the essential basis of the functioning of the inclusive. in the educational environment, there is an emphasis on humanistic philosophy, according to which any form of atypicality should be considered as a condition for enriching educational activities and positive communication with all subjects of inclusion, the formation of tolerance in all participants of the educational process. The organizational and psychological-pedagogical conditions that affect the functioning of an inclusive educational environment are defined: the organization of a system of effective psychological-pedagogical support for the process of inclusive education through the interaction of diagnostic-consultative, corrective-developmental, treatment-prophylactic, and social-labor areas of activity; ensuring the diagnosis of the effectiveness of the processes of correction, adaptation and socialization of children with developmental disabilities at the stage of school education; overcoming negative features of the emotional and personal sphere through the inclusion of children in successful activities; increasing the child's motivation to study based on his personal interest and through a conscious attitude to positive activities; creating conditions for positive social adaptation.

У статті створення інклюзивного освітнього середовища, результатом функціонування і розвитку якого є освітні послуги нової якості, розглядається як один зі стратегічних напрямів реформування і вдосконалення вітчизняної системи освіти. Проаналізовано ключові особливості сучасної інклюзивної освіти та схарактеризовано ознаки інклюзивного освітнього середовища. Визначено організаційні, психолого-педагогічні та соціокультурні чинники, які впливають на організацію і функціонування інклюзивного освітнього середовища.