In this article, the author tried to describe the psychological aspects of the introduction of a continuous system of inclusive education in the Russian Federation people with special educational needs. From the point of view of not only pedagogy, but at this point in the first place from the point of view of psychology, the author takes into account the possibility of participation in inclusive education inclusive of all stakeholders, not just children with special educational needs of all of nosology, but with normal intelligence. Building on the UN Convention on the Rights of Persons with Disabilities and a new federal education law, the author of this article convincingly argues for the introduction of the Russian Federation of a theoretical model of a continuous system of inclusive education for people with special educational needs.

In this article, the author tried to briefly show the work of the interuniversity expert group of the Russian Union of Rectors on inclusive higher education. The author of the concept of inclusive education development in the Sakha Republic (Yakutia) considers the possibility of participation in the inclusive education of children with special educational needs of all nosologies but with intact intellect. Having regard to the UN Convention on the Rights of Persons with Disabilities and a new federal law on education, the author reasonably argues for the need for the introduction in the Russian Federation of the theoretical model of a continuous system of inclusive education of people with special education needs.