Annotation

Purpose. To study the specifics of organizing the educational process in higher education institutions for students with disabilities and limited health opportunities (LH) and to develop theoretical, methodological, and practical foundations for organizing an inclusive educational process in a higher education institution that ensures effective consideration and satisfaction of the special educational needs of these students. The study aims to identify and analyze barriers, promising models, key conditions, and practical tools that enable the construction of an adaptive and inclusive educational environment. Methodology. The methodological basis of the study consists of a systematic analysis of scientific literature on inclusive higher education and regulatory documents; an analysis of statistical data on the number and types of students with disabilities in universities; and the design of a model for an inclusive process based on the principles of individualization, flexibility, and continuous support. Conclusions. The following conclusions were reached: successful inclusion at a university requires a transition from fragmented measures to a holistic system encompassing architectural, information technology, methodological, and psychological accessibility; the development and implementation of adapted educational programs and individualized curricula is key to effective inclusion; and the effectiveness of the process is ensured by interdepartmental collaboration (Regional Inclusion Center, psychological and pedagogical support, social and medical services). In addition, the main areas for overcoming existing problems in the organization of the educational process at universities for individuals with disabilities were examined using the example of the inclusive project "University without Borders of ASU named after V.N. Tatishchev". Scientific and practical significance. The scientific significance lies in systematizing and expanding theoretical provisions on inclusive education as they apply to higher education. Practical significance is determined by its focus on solving applied problems. The article's results and proposals can be used by: RUMCs and support services to optimize student support, and by university administration and educational and methodological departments to develop and improve local regulations and programs for the development of inclusive education.