Abstract: The humanistic idea of inclusive education at all levels, the inclusion of all children in this system, regardless of differences in abilities and opportunities of their cultural and social status is gaining popularity. The eternal humanistic dream of mankind about a just world where no group of people is isolated from the rest and the interests of any people are not oppressed by the interests and needs of others became possible due to the inclusive model of education. The study of preconditions and the development concept of inclusive education showed that during the early initiatives aimed at education provision for all people, the satisfaction of special needs looked more like a symbolic principle. However, over time an inclusive approach began to be considered as a fundamental principle of the whole content "Education for everyone". Integration is understood as a form of all people co-existence ordinary people and the people with disabilities. The integration in education is considered as the right of choice concerning a place, a method and a language of study by each student. The inclusion as a humanistic form of "social approach to disability" is caused by the necessity to change an overall system, excluding its existing barriers to allow each disabled person to be a full participant in the academic and social life of an educational institution. The concept of inclusive education also involves the creation of humanistic relationship atmosphere between the participants of the educational process, the organization of favorable correction and development educational process, the availability of qualified professionals and their joint activities with a class teacher. The use of interactive equipment and specialized software helps to establish a contact with a child with an adult with children in a group; at the development of children collaboration you may create a lot of problem learning situations ("case-study", "case method"), taking into account the individual characteristics of each child or a group of children, try different solutions, keep the works of each child in an accessible place. Thus, instead of an integration concept, i.e., the creation of special conditions for children with special needs within the existing system without the changing of the system itself, we see the emergence of the humanistic concept concerning the holistic content of inclusive education whose main aim is to restructure schools to meet the needs of all students.