The article describes the the legal, socio-psychological and psychological aspects of child neglect. The author described the complex of problems that contribute to the deformation of the young generation.

The article reveals the issues of applying the competence approach in conditions of new development of educational paradigm. In particular, a great attention is paid to the issues of competence approach in training. The article also represents the essence of person-oriented training. The research of the stated issues is based on the theoretical works of the scientists who study the issues of education content. The thesis of the necessity to socialize educational process is proved in the article.

This article deals with the theoretical aspects of socialization of children in the gardens, as well as analysis of the performance of the work. Children with development delays were conductive work. Which consists of two parts diagnosis and correction. The following procedures used in the diagnosis, they are study of children`s self-awareness and polo age identification. Study of graphic and emotional expressiveness of children speech. During the year, the correctional work was conducted. At the end of the school year indicators of socialization of children with developmental delays have shown good results.

In this article the process of socialization of the young generation is examined in the new system of market relations, taking into account his adaptation in a sociocultural environment. Development of social motivation based on the increasing of pursuance of receiving higher education taking into account new market tendencies in social and educational sphere has special relevance. Increasing of interest in the problems of students leads to accumulation of empiric and theoretical material about learning activity motivation, motivational preferences and system of values of the students, social status of the students of higher educational institutions, about attitude to higher education system and quality of teaching in higher educational institutions.

This article discusses the issue of studying the research activities of teachers. The research activity of a teacher is one of the forms of professional self-realization of a teacher. At this time, schools need teachers of a new formation, in particular researchers who could master the methods of organizing and conducting experimental work in the school. And of course, there is a problem brewing here: how, in modern conditions, when the education system is constantly being reformed, it is possible to develop the professional self-realization of a teacher. The introduction of innovations in the educational process of the school also increases the requirements for the professionalism of the teacher. These requirements include the performance of research activities by schoolteachers. which, unfortunately, causes them some difficulties. One of them may be the lack of sufficient knowledge about research activities, in particular, the lack of necessary research skills and motivation. Therefore, we say that in order for a teacher to systematically engage in research activities, he needs motivation. However, as practice shows, motivation alone is not enough, the teacher must also possess research skills, methods of organizing research activities. In their professional activities, the teacher should understand that research is a way to self-realization. Research activities play a key role in the implementation of the topic of teacher self-education. In addition, the research activity of a modern schoolteacher is the main element of professional activity, the leading criterion of pedagogical creativity, a source of growth of teaching status, an indicator of responsibility, abilities and talent, a condition for the development, socialization and selfdetermination of students. The success of innovative transformations at school depends only on the teacher, his initiative, desire to engage in research and creativity. If the school lives in a development mode, then it is characterized by research, experimental work, and creative search. It is in the course of experimental and research activities that new experience is created, and optimal solutions to complex problems are born. The material presented in the article can be used by teachers of secondary schools when developing the topic of selfeducation and drawing up a teacher's portfolio.

Main problem: Today, the opinion about inclusion as the most progressive (in comparison with integration) approach is being strengthened among the society, which allows any child, regardless of the type and severity of the disorder, to learn with their normatively developing peers. The introduction of inclusive approaches into school practice can be called one of the top priorities of the state educational policy of the Republic of Kazakhstan. Inclusive education will help to resolve the contradiction between the legally guaranteed rights of children with disabilities to equal access to quality education and the de facto inequality in its implementation. Inclusion must be systematic and focused, not spontaneous. Therefore, it is optimal to teach a child with disabilities within the framework of the system of continuous general education. The creation and effective functioning of this system is impossible without a trained teacher, who is a key figure in the implementation of inclusive education. Purpose: Substantiation and disclosure of the contradiction between the guaranteed right of children with IAD and equal access to quality education for the socialization of children with special educational needs in inclusive education. Methods: in the course of the research, descriptive, systematization and analytical methods were used in the application of theoretical concepts, government programs, and legislative acts in inclusive education. Results and their importance: The implementation of the research goal is facilitated by the use of an alternative to the classroom-based organization of the educational process for the progressive development of children with IAD, which allows them to study harmoniously, regardless of the type and severity of the violation, together with their normatively developing peers. The given pedagogical observation is the obtained practical result of this study. The development of the system of class-based organization of the educational process for children with IAD in educational institutions is aimed at forming an effective system for ensuring the comprehensive development of inclusive education.