GLOBAL AND EUROPEAN INSTRUMENTS AS THE NORMATIVE BASIS FOR INCLUSION IN HIGHER EDUCATION

The article analyses the development of approaches to the education of persons with special needs / disability in international legal instruments. The development of the concept of inclusive education in international documents and policies of the EU and the Bologna process has been considered. 
The realization of international and European directives on inclusion implementation in national educational legislation is the part of Ukraine's integration into the European community. They considered the two levels of legal framework influencing the formation of national legislation on inclusive education within the EHEA: the international directives of global and European level on human rights; the program documents on the European educational space formation. It is noted that the legislation of most democracies takes into account the standard rules for the equal opportunities realization for persons with disabilities, which should contribute to the creation of equal living conditions among others. The development of inclusive education concept is considered as a component of international pedagogical strategy, social and economic policy as well as of higher education. This course is embodied in the global principles of accessibility, obligatoriness, equality, non-discrimination, inclusion and quality education throughout life. In accordance with these principles, the program documents on the European educational space formation focus on reflecting the diversity of Europe's population, ensuring equal opportunities for quality education; expanding universal access to higher education and supporting the capacity of underrepresented groups. The Higher School of the countries participating in the Bologna process aims to build an inclusive society based on democratic values and human rights, to promote intercultural understanding, to develop critical thinking, religious and political tolerance, to promote gender equality, civic and democratic values, and to lay the foundations for an inclusive society.  The EU program documents call for the creation of inclusive and interconnected higher education systems based on cooperation between different levels of education, ensuring the flexibility of educational models, and increasing attention to career guidance and mentoring. Therefore, inclusiveness is an indisputable criterion for the quality education.