The word “inclusion” comes from the verb “include” (of French origin and means “to contain, to include, to embrace, to have in its composition.” Nowadays, this word is becoming a term that reflects essentially a new view not only of education but also of a person’s place in society. Inclusion is the central idea of the development of modern education, affecting profound social and value changes in our society. Inclusion is based on the idea of an inclusive society. It means that any person (of a different race, religion, culture, or person with disabilities) can include in public relations. Inclusion should promote the interests of all members of society, despite their limited physical capabilities, to ensure equality of their rights in all types of activities. The idea of inclusion arose within the framework of large-scale changes in understanding human rights, dignity, and identity. The change in attitudes towards people with disabilities has become just one of the manifestations of these changes. The ideology of inclusion (inclusive society) forms because of awareness of the value of human diversity and differences between people. The introduction of inclusion is possible only based on the principles of democratization and in the absence of discrimination on any basis. Inclusivity is the process of meeting the diverse needs of all students and responding to them by increasing participation in learning and communities and reducing the number of cases of rejection and exclusion from schools. There are several essential stages and significant events in the evolution of inclusive education. Until about 1965, the “medical model” operated mainly. In the education process, children with disabilities were placed in special schools and boarding schools (Ramel, 2020). In response to the isolation of children with severe health conditions, voices began to be heard in countries focused on the democratic foundations of society, calling for reforming the entire system and making it more humane. The search for ways of joint education begins, conducted in parallel in European countries (Scandinavian countries), the USA, and Japan. If integration begins to be carried out in Scandinavia mainly in a normative and practical way, then in the USA, its implementation is preceded by pedagogical searches and experiments. The concept of normalization, adopted in the USA and Canada, emphasized education in the spirit of cultural norms accepted in the society in which a person lives. It was the beginning of the civil rights movement for those previously excluded from society, including people with disabilities. The economic, technological, and information capabilities of Europe, the USA, and Japan have made it possible to create a parallel educational environment. The mass education system for the implementation of inclusive education, along with the existing particular education system. In addition, the urban infrastructure was made as accessible as possible for people with disabilities, information, and other barriers that limited the opportunities for this category of population to participate in social life remove. This period is associated with integrating children with developmental disabilities into the environment of ordinary peers (Ramel, 2020). Gradually, the concept of normalization began to appear not perfect; integration began to be defined