The article presents a consideration of the peculiarities of the organization of the socio-cultural environment of inclusion in a modern educational institution. The new conceptual foundations of social order, as stated in the UN Declaration on Social Development, are the ability of modern society to develop on the basis of tolerance, tolerance, condemnation of discrimination, respect for human diversity, equality of opportunity, solidarity and security. It is noted that the basis of such integration is the concept of a holistic approach, which opens the way to the realization of rights and opportunities for everyone and, above all, provides equal access to quality education. It is emphasized that the principle of accessibility, which is leading in the holistic approach of modern social policy and is formulated on the basis of respect for human rights. The aim of the article is to reveal the content of the socio-cultural environment of inclusion in a modern educational institution. The socio-cultural environment of inclusion in a modern educational institution is analyzed. Analysis of the definitions of socio-cultural environment allowed to form our own definition of the phenomenon for people with disabilities: socio-cultural environment - is the environment of people in the educational institution, including social groups, information flows, the influence of various public organizations, cultural and educational activities; jointly influence the change and formation of internal attitudes and external characteristics of the object and its socialization. The peculiarities of the socio-cultural environment of inclusion in a modern educational institution are determined. A model of the socio-cultural environment of an educational institution for a person with a disability has been developed and represented, which includes external and internal factors influencing its components, contribution flows and products.
Modern higher professional education only stands on the threshold of reforms, related to the educational guidance aimed at the development of soft skills which are in demand in the international labour market. The basis of modernization consists of innovative transformations of constituents of the educational system, including continuous on-line education, blended learning. The development of universal «Soft skills» among the students of socionomic professions enables developing in a professional direction, building a career, and afterwards getting work in a successful organization.
The article analyzes the technology for forming professional reflection in future social work educators in a higher education institution. Given technology is described as scientific and theoretical basis for the optimal implementation of the tasks of professional training. This technology is considered as a set of regular, functionally related components which presents an integral system. Selected components in technology are divided into some blocks (goal-oriented, functional, informative, organizational, productive). This components provide an opportunity to represent more clearly the purposeful process of forming professional reflection in future social work educators in the higher education institution. They highlighted how social work educators' future work in agencies help them to operationalize social work values and ethics, develop an awareness of themselves as social workers, and enhanced their confidence.
In the article the characteristics and peculiarities of pedagogical technology of formation of professional reflection of future social educators in the higher educational institution is a clear scientific and theoretical basis for the optimal realization of the tasks of vocational training. The developed pedagogical technology was considered as a collection of regular, functionally related components, constituting a definite integral system. The allocation of components in pedagogical technology has allowed it to be divided into blocks (target, functional, informative, organizational, productive) that provided the opportunity to more clearly represent the purposeful process of forming professional reflection of future social educators in the higher educational institution. The formation of a professional reflection of future social educators in a higher educational institution will be successful in the presence of appropriate pedagogical conditions. Moreover, it is necessary to identify, analyze and generalize in a systematic way those pedagogical conditions, to effectively influence this process and the professional formation of future social educators. The introduction of pedagogical technology for the formation of professional reflection of future social educators in a higher educational establishment is impossible without taking into account the pedagogical conditions for its implementation. In spite of the fact that they acted as part of the organizational unit of sound and developed pedagogical technology, in essence they were a kind of "core" that allowed it to function and be effective.
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