In article of review type the problem of vocational development and adaptation of children with autism spectrum disorders is highlighted. A model for the formation of vocational direction — Bicycles is presented as a complex approach to the formation of skills and superior mental functions. This model can be used for comprehensive formation of students with special educational needs. Our solution considers a child’s cognitive, behavioral difficulties, and complications with social adaptation and interaction. The Bicycle formation model can be presented as a formation structure enabling to expand the informational and cognitive scope of a child. It provides an opportunity to foster not only skills, but also highest mental functions in children with disabilities; it provides determination and enhancement of their vocational skills.

In educational organizations, along with normotypic peers, certain categories of students with special educational needs receive education: disabled children, children with disabilities, gifted children, children with deviant behavior, children from socially vulnerable groups (children from orphanages, children from migrant families, bilingual children). Inclusive education — ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities. An inclusive educational space is a place where all students are provided with conditions for personal development, self determination and socialization based on the values, rules and norms of Russian society. The article defines the main approaches to educational work with children with special educational needs in inclusive education, identifies the psychological and pedagogical features of children with special educational needs and defines the main approaches to educational work with this category of children.

В статье описаны результаты экспериментального исследования профессиональной готовности педагогов, работающих с детьми с особыми образовательными потребностями; дано обоснование современного понимания понятия «особые образовательные потребности»; обозначен вклад В. И. Лубовского в разработку методологии обучения и воспитания детей с ограниченными возможностями здоровья (ОВЗ).

The article describes the special conditions for the organization of education and upbringing of children with disabilities in a modern school, reveals the negative trends of inclusive education of some categories of children with disabilities, describes the level of their educational opportunities and the potential of correctional differentiated learning for effective socialization and education of children with disabilities.

The article is dedicated to the problem of professional pedagogical competence. The purpose of the study was to develop structural and content aspects of the professional competence of teachers in the field of psychological and pedagogical support for children with disabilities. The following research methods were used: the study of legislative acts regulating the field of education, the analysis and generalization of theoretical and scientific and methodological studies, generalization and design of scientific concepts.

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.