Introduction. The current practice of introducing inclusive education in educational institutions shows certain problems, despite the regulatory documents and algorithms that position the widespread development of this direction in Russia. The process of adaptation of students with special needs in the university environment is complex and requires constant monitoring for its improvement, which actualizes this research.Purpose setting. In order to study and analyze the social adaptation of students with disabilities to successful education at the university, the authors developed a questionnaire and conducted a survey of project participants using Google Forms. The results obtained by groups were statistically analyzed.Methodology and methods of the study. The study involved 53 students of the 2nd – 4th year of fulltime education of TSU. The experimental group included 28 students with special needs and 25 people without disabilities made up the control group. The mean age of the project participants was 22.88 ± 2.03 years. The survey was conducted using methods accessible to the respondents according to the plan approved by the ethical committee of the university.Results. Despite the existing differences in the studied groups, a significant number of respondents noted their satisfaction with the created conditions for inclusive education in TSU.Conclusions. Identified difficulties of adaptation and barriers can be considered as aspects for improving the inclusive environment of the university.

Introduction. Based on the study and analysis of legal and regulatory documents, scientific publications and achievements in the introduction of various forms and methods of inclusive content, the main features of the educational space for persons with disabilities in Belarus have been identified.Purpose setting. The article presents the main stages of the formation and development of inclusive education in the Republic of Belarus.Methods and methodology of the study. Based on the results of the analysis, the systematic principle of the organization of education for children with disabilities is fundamental in Belarus. 99,9 % of children are covered with special education and correctional and pedagogical assistance.Results. Inclusive education is now in its infancy and development stage. 70% of persons with special needs are involved in integrated education and upbringing. The system of early comprehensive care for children with disabilities up to the age of three is well established and is functioning effectively.Conclusion. Positive and negative aspects of inclusive education have been identified, as well as possible prospects for the effective formation of an inclusive culture among all participants in the educational process. The level of accessibility of the educational environment for each educational institution requires further development.