INCLUSIVE EDUCATION: EVOLUTION OR DEGRADATION OF THE SYSTEM OF EDUCATION FOR CHILDREN WITH DISABILITIES IN RUSSIA

Abstract

The article discusses inclusive education, which still causes discussions among experts about the correctness of the large-scale integration of children with disabilities into regular classes in general education institutions that began in the 2000s. The article explores whether support for inclusive education is the main mechanism for social integration, which should determine the degree of equality in access to educational resources for children with disabilities. The article analyzes the feasibility of inclusive education while ignoring the specific features and patterns of mental and physical activity in children with disabilities. A comparative analysis of different approaches to teaching children with disabilities is used to determine whether the ideology of inclusion is the right choice for the development of special education as an alternative to special education. The author comes to the conclusion that there is currently no convincing data on the advantages of inclusive education over education in a special school or a special classroom in a comprehensive school. The experience of Russia shows that when providing defectological care and training, with a rather farfetched segregation, the child received a profession and became a labor unit, eventually achieving the very goals of integration into society and economic expediency. This experience is very valuable and it is necessary to take it into account in modern conditions.