The object is inclusive education in the countries of Western Europe at the end of the twentieth century to the beginning of the twenty-first century; the aim is to uncover theoretical ideas and to generalize the experience of organizing inclusive education for children with disabilities on the basis of a holistic retrospective analysis in the countries of Western Europe at the end of the twentieth century to the beginning of the twenty-first century to creatively use progressive achievements in modern conditions of national education reformation; the methods are general scientific, historical-genesis, historical-diachronic, criterion-complex, historical-comparative, problem-targeted, historical-actualizing; the novelty is that the stages of developing the problem of organizing inclusive education for disabled children in the countries of Western Europe at the end of the twentieth century to the beginning of the twenty-first century are justified; the experience of organizing inclusive education for disabled children in the countries of Western Europe is summarized in the following areas: regulatory, educational-methodical and didactic provision of organizing inclusive education for disabled children; the creation of an inclusive educational environment in general secondary educational institutions; the preparation of teachers to organize inclusive education for disabled children; the prospects of creative use of the progressive experience of organizing inclusive education for disabled children in the countries of Western Europe in the current conditions of developing a new Ukrainian school are outlined; the essence of basic research concepts (“children with special educational needs”, “disabled children”, “disability”, “inclusion”, “inclusive education”, “integrated education”, “organization of inclusive education”, “inclusive educational environment”) is clarified; the issues of the origins of organizing inclusive education for disabled children problem in the world pedagogical thought, achievements, and difficulties when organizing inclusive education for disabled children in Ukraine are further developed; the results are that the thesis provides a new scientifically objective interpretation of the theory and practice of organizing inclusive education for disabled children in the countries of Western Europe at the end of the twentieth century to the beginning of the twenty-first century. Theoretical principles and scientifically generalized practical experience can be used to write textbooks, prepare lectures on the history of social work, social pedagogy, and comparative pedagogy; update the content of specialist training (teacher assistant, resource room teacher); develop optional courses for students of higher education institutions. The obtained research data, generalized and systematized scientific provisions can be used by government officials, education managers when developing common strategies of organizing inclusive education for disabled children at the national, regional and local levels; higher education institutions to train and professionally develop teachers in terms of inclusion; public organizations and inclusive resource centres to organize education and leisure for such children. The industry is pedagogy.
