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The problem of implementing inclusive education is relevant for Russian society, which is at the very beginning of its solution. In our country, we are actively working to form a humane attitude in the public consciousness towards the categories of citizens who need help and support. In this regard, the appeal to almost half a century of experience of foreign countries in the field of inclusion, its study and critical analysis to consider the possibilities of applying it in practice, considering the national characteristics of our country, seems to us justified and useful. This study attempts to understand and characterize the features and unique specifics of the organization and implementation of inclusive education for children and young people with disabilities. Nordic countries, traditionally and historically, the system of inclusive education was the first countries to be based on the adoption of the principle of «normalization», which allows people with special health conditions to lead a daily life and live-in conditions as close as possible to those of ordinary people in an ordinary society. The Swedish Education Act states that children are entitled to special support for development and education based on equality, participation, accessibility and camaraderie. The purpose of the study is to review the experience of the theory and practice of inclusive education for children and young people with disabilities in the Scandinavian countries using a set of general theoretical and scientific-pedagogical methods, as well as comparative and explanatory methods of comparative pedagogy. [ABSTRACT FROM AUTHOR]