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The system of Russian school education is moving from a medical understanding of disability to a social one - a model of social inclusion. The purpose of the article: to investigate the contradictions in development and the current state of the accessible educational environment in inclusive and mass schools, as well as in specialized schools with adaptive programs. To collect and analyze the databases, a qualitative strategy was used a series of semi-formalized interviews, the objects of which were both teachers of inclusive, correctional and mass schools, and parents raising children with disabilities (for example, Yekaterinburg). There are fixed contradictions and problems in the implementation of inclusive education: the incompetence of teachers (discriminatory attitudes, psychological unreadiness), methodological insecurity, the content of continuing education programs and professional retraining of teachers without taking into account the needs of the educational institution; lack of continuity of preschool and school education (system of preparing children with disabilities for school). The importance of the conceptual restructuring of the inclusion system in the Russian school was established taking into account the value component (tolerant attitudes of both children, parents and the entire teaching staff; psychological readiness for communication and interaction), rather than infrastructural. © 2019 LLC Ecological Help. All rights reserved. |
