The peculiarities of implementation of inclusive education in the Russian Federation at the current stage

Abstract

This article presents a comprehensive analysis of the normative legal, methodological, and practical requirements towards implementation of inclusive education in the modern educational institution. The author examines the fundamental international legal acts ensuring the rights of persons with health limitations; list of laws ensuring implementation of inclusion into the Russian education; normative-legal documents regulating the efficient functioning of inclusive activity of educational institution in the Russian Federation; main methodological requirements towards implementation of inclusive education in the educational institution; requirements to practical results of implementation of the dynamic process of inclusive education. The article highlights the three key mechanisms of realization of inclusion: 1) development and realization of an individual curriculum; 2) devising a program of individual psychological and pedagogical support of a student; 3) development of intervention program that must become a part of the curriculum. The main conclusion lies in the thesis that inclusion is a dynamically developing process that contains the three independent sub-processes: educational process; assistance and support; socialization, integration to culture and system of social relations.

Inclusion and Inclusive Education in Russia: Analysis of Legislative and Strategic Documents at the State Level between 2012–2014

“…In line with the critics of the UNESCO report [3], some researchers have pointed out that, in big cities such as Moscow or Saint-Petersburg, mainstream schools that are willing to enrol students with SEN do receive more additional funding than that received by small cities and villages within the same regions. The number of teachers with competencies in inclusion also prevail in big cities [3,19,20].…”