The purpose of the article is to present the results of an empirical study on the level of social integration of internally displaced persons in the host community. Social integration is seen as an active process involving both parties: migrants and the host population. The process is continuous, so the focus is on the degree of integration of internally displaced persons, reflected at three levels, high, medium and low. The degree of social integration of IDPs in the local community is an aggregate indicator of socio-economic, socio-psychological, cultural-communicative and socio-political elements. The study applied a set of standardised methods, as well as correlation, factor and variance analysis (Fisher's criterion). The results show a positive tendency for integration by the vast majority of internally displaced persons who participated in the study: only 26 respondents (12.9%) had a low level, 121 respondents (60.2%) had a medium level, and 54 respondents had a high level (26.9%).

Social work education in Ukraine has changed dramatically over the last decades. It has a strong connection with the evolution of social work education as a field of professional practice. Recent changes in Ukrainian social policy, in particular the implementation of professional education requirements, based on the competency-oriented approach, the implementation of professional standards for social workers, the distinction of social work in a separate field of science and the complexity of social practice require the creation of unified training curriculum that corresponds to social needs and practice requirements. Creating a meaningful learning environment and raising awareness of professional objectives would be achievable by applying an activity-oriented approach to the professional education of social workers. This means that knowledge could never be isolated from activity. Activity-oriented educational practices contain the core components of professional activities and concern different aspects of social work. Profession-oriented practice includes general (volunteer activities, research, social project design, organizational and management) and additional (communicative, play and game, teamwork) forms and technologies, which demand from students to accumulate their experience in obtaining the essential forms of professional activities. Professional practice encompasses a set of principles, based on the prioritization of the social work profession, individual activity, participation and reflection, which make possible the development of the student's personal maturity and independence.

Coming into being and development of inclusive education in contemporary Ukrainian society are analysed. The tasks of educational institutions in creating an inclusive space are defined, and the approaches to work with children with disabilities are identified. Works of foreign and domestic scholars and practitioners who studied the problems of inclusion of children with disabilities in the educational process and in the context of social rehabilitation activities are studied. Emphasis is placed on theoretical analysis of social rehabilitation practices of inclusion. A mechanism for implementing social rehabilitation practices of inclusion in the educational process of working with children with disabilities is suggested.

The academic paper is devoted to studying the features of the attitude of teachers, parents, employers towards people from different social groups in need of social inclusion and rehabilitation. A survey of 120 people (40 primary school teachers, 40 parents of healthy children, 40 employees of the State Employment Service of Ukraine) was conducted on their attitude to people in need of social-psychological and social-labour rehabilitation. The survey was conducted in 2 stages. At the first stage, it has been found out whom exactly the respondents consider to be those who require social and psychological assistance and rehabilitation. In the second stage, a modification of the method of E. S. Bogardus has been applied in order to determine social distance. Teachers and parents believe that children with disabilities need rehabilitation, involvement in an inclusive school community and increased attention. Regarding the categories with other health disorders (ADHD and dysgraphia), the viewpoint of teachers is quite unanimous ‒ they know about these students and believe that they need above average teachers’ attention. However, while parents are aware of the presence of children with ADHD, they are almost unfamiliar with children with reading and writing disorders. Children with mental disorders, autism and ADHD have the greatest problems with integration into inclusive communities. They are ready to be perceived at the maximum social distance ‒ in a special school, in a boarding school, except sporadically on the playground. For employees of the employment service, the maximum social distance was for people with mental and psychological disorders. According to experts’ viewpoints, employers do not want to hire people with these disorders.

Autoasia (erotic asphyxia) – a form of abnormal sexual activity related to the use of funds, limiting the access of oxygen to the lungs and to the brain to enhance sensations associated with sexual discharge. Is a quite dangerous practice because it may lead to unconsciousness and immobilization of a person. As a rule, Assil hides his occupation from others, even from the closest people, so the presence of this deviation becomes known only in the cases when such activity leads to death. Below is an example of autoerotic death by compressive asphyxia combined with strangulate.