Changes taking place in modern Russian society, it is necessary for a person with special educational needs to be included in various social processes. One of the social institutions that helps a person with special educational needs to integrate into society is inclusive higher education. Hence, the description of the phenomenon of higher inclusive education in the Russian Federation is relevant. The purpose of the article is a theoretical and methodological justification of the importance of creating and implementing pedagogical conditions for inclusive education for people with special educational needs in the higher education system of the Russian Federation. The leading approaches to the study of the problem of higher inclusive education are institutional, sociocultural, systemic, activity, subject-subject. As a result of the study, a model of inclusive higher education was developed on the example of Ulyanovsky State Pedagogical University named after I.N. Ulyanov. An example of creating an educational space for people with special educational needs was described at the Ulyanovsk State Pedagogical University named after I.N. Ulyanov, characterized by the properties of openness, inclusiveness, variability, activity orientation. The general professional readiness of teachers of the Ulyanovsk State Pedagogical University named after I.N. Ulyanov to work with students with special educational needs in inclusive conditions after carrying out experimental work has increased from the middle to the high level, all components of its structure are developed. The results obtained can be used for implementation in various higher education organizations of the Russian Federation.

inclusion, inclusive higher education, special educational needs, modeling, psycho-pedagogical conditions