Annotation

The article reveals the concept of a child-adult community, examines its significance for the upbringing of a special child in inclusive education, identifies the reasons why the formation of a child-adult community in an inclusive classroom may be difficult. The conditions that make it possible to form a community in an inclusive classroom are outlined: the formation of teachers’ psychological readiness to interact with a child with disabilities; the creation of a favorable psychological climate in the classroom, where students feel safe; the conduct of interesting and generally significant socio-cultural activities in the classroom; the organization of value-semantic interaction, which is built around the process of goal-setting, interesting for all topics, creative work, a common task. The authors cite the directions of teachers’ work on the formation of a childadult community, of which a child with developmental disabilities is a member.