Inclusive Educational Environment of the University (Review of Foreign Research)

International regulations guaranteeing the right to higher education for young people with disabilities (DP) have recognized the importance of ensuring equal access based on their individual abilities. This review of foreign research reveals problems and achievements in meeting the needs of students and ensuring equal learning opportunities in higher education, regardless of the disability group and the degree of persistent impairment. The article summarizes reviews and judgments of students with disabilities about their desires, opportunities and emerging problems during their studies at the university. The purpose of the study is to substantiate the priority of the individual needs of students with disabilities when studying in an inclusive university environment. Based on the study of foreign scientific works published in accessible databases (WOS, SCOPUS and APA PsycInfo) during the period from 2018 to 2022, on various aspects of higher inclusive education (HIE), world practices and trends in this area have been analyzed. The views of scientific schools on the formation of needs and their implementation by persons with disabilities in the university environment of different countries are compared. The process of acquiring personal identity by students with disabilities depends on many social and biological factors that are reflected in the human mind and experienced by him. Awareness of existing problems and stigmatizing circumstances, development of independence and opportunities for professional growth in the process of implementing educational inclusive technologies for people with disabilities are significant elements of students’ adaptation. The main obstacles in organizing inclusive education have been identified, including physical, educational and social barriers, and a lack of infrastructure for convenient and comfortable education of persons with disabilities. The features of the inclusive education organization in a university environment are summarized and existing problems for students with special needs in foreign universities are identified. In this way the subjective well-being of students with disabilities depends on the creation of a barrier-free inclusive educational environment that meets the individual needs of students with various types of health limitations, educational tools, equal relationships in the team, a friendly and supportive social environment.