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Abstract: The modern stage of development of Russian society is characterized by the actualization of the ideas of humanism, equality, and tolerance, which, in turn, is a condition for the introduction of inclusion in various spheres of public life. However, an analysis of scientific literature and social practice allows us to say that, despite the spread of the ideas of inclusion, there is no unity about understanding its essence, content, boundaries, conditions and methods of implementation either among scientists or among practitioners. Because of this, it becomes necessary to substantiate methodological approaches to the introduction of inclusion, in particular, in relation to people with disabilities. Traditional for our country was the normative approach of social assistance and support to people with disabilities, which involved providing them with medical assistance, economic support, placement in inpatient institutions (the isolationist nature of social and educational activities). In fact, while formally remaining citizens, people with disabilities in reality remained deprived of most of their civil rights. Inclusion presupposes the maximum insertion of this category of citizens in public life in accordance with their health opportunities. This can be realized by introducing the social practice of assisted living. This model of social support for people with disabilities is new for our country; therefore, it requires a detailed development of methodological grounds for its implementation. At the moment, the development and testing of this model is carried out within the framework of the Sociopolis project by the “Blagoye Delo” non-profit organization together with an expert group of teachers of the Department of Pedagogy and Pedagogical Comparative Studies of the Ural State Pedagogical University. Two groups of approaches were chosen as methodological grounds for the model of assisted living: theoretical (anthropocentric, phenomenological and humanistic) and technological (system-activity, personality-oriented and triune method). These approaches are described in this article, the connection between them is revealed, the polyparadigmatic nature of the methodology of inclusive activity is substantiated.