نبذة مختصرة : The article deals with inclusive education of teenagers with special needs in the United States of America. According to the aim of the research the theoretical methods were used: analysis of academic and pedagogical works on the topic of the research, content analysis of research materials, followed by the synthesis of its results into a coherent system of views on the problem of inclusive education of teenagers with special needs in the USA. The analysis of scientific and pedagogical literature reveals that American scientists believe that teenagers with special needs take advantage of full or partial inclusion in multiple school systems throughout the United States. Besides, they can receive special education services in correctional and developmental workrooms, where relevant specialists from the school’s full-time staff work with them or this assistance can be given by specialists from counseling centers which function as separate institutions under the state departments of education. The author identifies the basic forms (occupational therapy, rehabilitation etc.) and methods (psycho-therapy, music therapy, art therapy, theatre therapy, hobby therapy, gardener therapy etc.) of teenagers’ inclusive education in American educational institutions. The author makes the conclusion that the American paradigm of the educational technologies application for the development of teenagers with special needs is based on the implementation of inclusive content through the introduction of various methods and forms. In general, the effectiveness of educational technologies for the teenager with special educational development in American educational institutions is ensured by the implementation of the inclusive content of education through the introduction of certain forms and methods of socio-pedagogical interaction between the individual and the social environment. The American experience in this regard is very useful for the reform of domestic special education.
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