Abstract inclusive education. Social policy in the field of inclusive education: the context of liberalization and Russian realities Inclusive education as a priority of modern state policy

The main directions of state policy in the field of special education are: informatization of systems of general and special education; improving the quality of diagnostics in order to adequately determine the forms of education; providing special educational conditions; creating conditions for the interaction of organizations of general and special education that implement inclusive approaches; improving the system of additional professional education for specialists working with children with disabilities; creation of conditions for the development of graduates to independent living and professional self-determination; creation of conditions for participation in the special educational process of parents or persons replacing them; formation of a positive attitude of society towards children with disabilities, consistent with the UN Convention on the Rights of Persons with Disabilities; designing an education system for students with disabilities or disabilities; creation of an all-Russian public association of specialists teaching children with disabilities (Association of Defectologists).

children with disabilities

teacher-defectologist

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Throughout the history of mankind, children with disabilities (HIA) have always attracted special attention. In those moments when the state ceased to provide them with assistance, they became a serious threat to the preservation of society: they joined the ranks of asocial and criminal structures, wandered, engaged in begging, theft, robbery, and murder. In the course of historical development, there were various ideas about human inferiority, depending on the requirements of production, economic, political conditions, religious, legal views, the level of development of general education, medicine, and culture. During the existence of primitive tools, only those who had gross shortcomings that prevented them from getting food with the help of elementary devices were recognized as people with deviations. In modern society, even minor forms of mental or physical impairments can significantly limit the formation of professional qualifications and mastering the level of education that allows one to navigate in the outside world.

The education and upbringing of children with disabilities is a relatively young branch of pedagogical science, which arose not much more than 200 years ago. During this period, humanity has managed to achieve significant results in the process of socialization of the least prepared for independent living children. All this time, scientific discussions about which children should be considered special, in need of special educational conditions, in what form they should be assisted, what are the content, goals and objectives of the process of training and education.

The main directions of state policy in the field of special (correctional) education in Russia are: informatization of decision-making processes in the field of improving the systems of general and special education; improving the quality of the functioning of psychological, medical and pedagogical commissions (PMPC) in order to adequately determine the forms of education and the correct recruitment of educational organizations of all types; provision of special conditions for disabled children and students with disabilities (HIA) of all categories for them to receive a quality education; creating conditions for the interaction of educational organizations of general and special education that implement inclusive approaches to teaching children with disabilities; creation of legal and organizational conditions for the successful interaction of educational organizations of general and special education, PMPK, PMSTS; improving the system of additional professional education for specialists working with disabled children and children with disabilities, as well as improving the qualifications of the teaching staff of special (defectological) faculties of higher education organizations; creation of conditions for the development of a system for preparing disabled adolescents and adolescents with disabilities for independent living and professional self-determination; creation of conditions for participation in the special educational process of parents or persons replacing them; formation of a positive attitude of society towards children with disabilities and children with disabilities, in line with the UN Convention on the Rights of Persons with Disabilities; designing components of the system of general and special education for students with disabilities or disabilities that meet the modern demands of society; creation of an all-Russian public association of specialists teaching children with disabilities (Association of Defectologists).

Informatization of decision-making processes in the field of improving the systems of general and special education involves the creation of an information database: about children with disabilities, children with disabilities; on the system of state and non-state organizations providing comprehensive assistance to children with disabilities and / or children with disabilities; on the system of training and retraining of specialists providing comprehensive assistance to children with disabilities and / or children with disabilities; as well as the creation of a unified information network for education authorities in order to coordinate activities in the field of making operational management decisions.

Improving the quality of the functioning of psychological, medical and pedagogical commissions (PMPC) in order to adequately determine the forms of education and the correct staffing of educational organizations of all types provides for the examination and modernization of existing diagnostic technologies and methods for use in the context of PMPC, their licensing; creation of a Federal data bank on diagnostic tools that have received licenses; improvement normative documents regulating the activities of PMPK and providing all PMPK with adequate regulatory and legal documentation; study in the system of vocational education, training and retraining of certified and licensed sets of diagnostic tools, methods of its application.

The provision of special conditions for disabled children and students with disabilities of all categories for them to receive a quality education is carried out in the course of the development and approval of all types of regulatory and educational and methodological documentation in order to improve the quality of the activities of educational institutions of general and special education, regulate the ratio of traditional and innovative approaches; organization of the Federal database on scientific, educational and methodological literature, technical teaching aids and products for the comprehensive rehabilitation of disabled children and / or children with disabilities, social adaptation by means of education; staffing of all educational organizations necessary quantity approved textbooks and educational and didactic material for students; identifying the needs of various subjects of the Russian Federation in educational literature in order to create perspective plan book publishing for the system of general and special education; supplying all educational organizations with educational and methodological literature; identifying the needs of various subjects of the Russian Federation in educational and methodological literature in order to plan a reprint and before publishing educational and methodological literature for the system of general and special education; the introduction of innovative methods, techniques and teaching aids, taking into account the variability of forms of organization, within the framework of the existing content of education of educational organizations of general and special education; supply of material and technical means to educational institutions of general and special education (with the involvement of budgetary and extrabudgetary sources of funding); identifying the needs of various subjects of the Russian Federation in the material and technical support of educational organizations of general and special education in order to plan a phased re-equipment and retrofitting of the system of general and special education with modern technical teaching aids.

Creating conditions for the interaction of educational organizations of general and special education that implement inclusive approaches to teaching children with disabilities determines the need to accumulate an information database on productive pedagogical experience, theoretical and methodological approaches, methodological developments and positive results in the field of inclusive education of children with disabilities and children with disabilities; providing specialists of educational institutions of general and special education, parents with information about effective forms and models of inclusive education for children with disabilities and children with disabilities, requirements for inclusive education, problems and achievements of inclusive education; development of new functionality of special (correctional) general education schools and organizations up to school education compensatory, like resource centers inclusive education; organizing a system of interdepartmental interaction in discussing the conditions, models of prospects for inclusive education, predicted results and possible problems ( all-Russian conferences, round tables, media coverage); dissemination of successful models of inclusive education throughout the country.

The creation of legal and organizational conditions for the successful interaction of educational organizations of general and special education, PMPK, PMSTS provides for the improvement of the domestic legislative and regulatory framework that meets the modern demands of society, socio-cultural and economic conditions.

Improving the system of additional professional education for specialists working with children with disabilities and children with disabilities, as well as improving the qualifications of the teaching staff of special (defectological) faculties of higher education organizations, implies determining the needs of educational organizations of general and special education in professionally trained personnel of various profiles; development and implementation of additional professional education programs for the system of general and special education, PMPK, PMSTS (taking into account federal and regional requirements for the level of competencies of training specialists); examination and licensing of educational programs for vocational training and retraining of educational organizations of higher and additional professional education capable of conducting training and retraining of personnel in accordance with the requests of employers; implementation of advanced training and professional retraining programs with subsequent evaluation of their effectiveness in the context of educational institutions of general and special education; development and implementation of additional professional education programs using distance technologies.

Creation of conditions for the development of a system for preparing disabled adolescents and adolescents with disabilities for independent living and professional self-determination: development of tools for assessing the level of success in the formation of life competencies (self-service skills, spatial and temporal orientation; social, social, cultural and socio-labor adaptation communicative activity (including alternative communication), self-awareness and self-regulation of behavior in society; scope of life outlook; readiness for life and professional self-determination; social mobility); the formation of a stable motivation to participate in socially useful work, employment in accordance with psychophysical capabilities, the formation of interest in getting acquainted with the characteristics of various types of work and professions; fostering a positive attitude towards work; development of motivation and personal determination to master a certain type of labor, profession in accordance with one's own psychophysical capabilities, knowledge, skills and interests; formation of a personal attitude to the choice and implementation of a professional career; the formation of manual labor skills, general labor skills and abilities for certain types of labor, professions; mastering the elements of knowledge about the content and types professional activity, the economy of modern production, forms of labor activity, wages; formation of elementary theoretical and practical knowledge, initial pre-professional skills in mastering certain types(operations) of professional labor (profession); mastering a working profession (fully / partially in joint work with an accompanying person); training of workers of the first / second category from among persons with mild / moderate intellectual disabilities on the basis of professional colleges and lyceums without receiving secondary general and vocational education with a training period of 1-2 years; mastery of a qualified profession; development of ideas about professional career, higher professional education; development of interpersonal interaction, various forms of communication with adults and peers in the course of work; formation of personal qualities of purposefulness, self-efficacy, skills confident behavior, business communication, time planning, active life position, teamwork skills; the implementation of personal self-realization, the achievement of financial independence, the solution of creative goals and objectives; inclusion of persons with disabilities and disabilities in professional and socio-cultural life.

Creating conditions for participation in the special educational process of parents or persons replacing them, provides for interaction with them as equal participants educational process.

Formation of a positive attitude of society towards children with disabilities and children with disabilities, corresponding to the UN Convention on the Rights of Persons with Disabilities, determines the need to develop and implement a national policy for the formation of a positive attitude of society towards children with disabilities and children with disabilities as full citizens of the country; creation of national media products for demonstration in the media in order to prevent and overcome the negative attitude of society towards children with disabilities and children with disabilities and promote opportunities for cooperation and mutual understanding of children with normative development and their peers with disabilities and disabilities; formation of an adequate attitude towards the disabled and persons with disabilities in the system of general school education for normatively developing children during special courses.

Designing the components of the system of general and special education for students with disabilities or disabilities that meet the modern demands of society: the creation of a state system for early detection and early psychological and pedagogical assistance in accompanying and overcoming developmental disorders as a structural element of the national education system; development of a system for early detection of children at risk for suspected possible developmental disabilities at the place of residence and the creation of a mechanism for timely comprehensive psychological, medical and pedagogical diagnostics; development and approbation of a model for early differential psychological, medical and pedagogical diagnosis of impaired development in children of various categories to identify the potential of each child and create individual rehabilitation programs, starting from the first days of life; creation of a state system of early assistance in overcoming impaired development and a system of comprehensive psychological and pedagogical support for families with young children with impaired development; designing different-age models of educational organizations for all categories of children; determination of models of interaction between organizations of general and special education at all levels; determination of the level of formation of professional competencies of specialists participating in the process of teaching disabled children and students with disabilities; determination of the degree of participation of parents or persons replacing them in the system of general and special education; development of a new content for the education of people with disabilities and / or with disabilities of early, preschool, school age, vocational training and retraining.

Creation of an all-Russian public association of specialists teaching children with disabilities (Association of Defectologists), whose tasks are: to promote the process of general accessibility of education; promoting the prestige of defectological professions, educating defectologists in the spirit of strict observance of the norms of universal values, professional ethics, and the provisions of the law; promoting the creation of conditions for an active professional and social activities its members; assistance in strengthening the legal basis for the activities of speech pathologists, their social and legal protection; involvement of the general defectological community in participation in humanitarian, legal and other projects and programs; development of versatile cooperation between defectologists, teachers, psychologists, medical workers, representatives of public associations of parents; promoting the strengthening of the link between defectological science, education and practice; assistance in solving socially significant tasks, raising culture and education, ensuring the constitutional rights of citizens.

As conclusions it can be concluded that recently in Russia the issues of assistance to children with disabilities and / or disabilities have been given priority. Positive transformations of the Russian system of special education are due to the following factors: improvement of state-public relations; socio-economic and technical achievements in the field of assistance to children with disabilities; improvement of legislation in the field of education; the progressive development of defectology as a science that combines the medical foundations of deviant development, special psychology and special pedagogy; international interaction.

Bibliographic link

Evtushenko I.V. MAIN DIRECTIONS OF STATE POLICY IN THE FIELD OF SPECIAL (CORRECTIONAL) EDUCATION // Modern problems of science and education. - 2017. - No. 5.;
URL: http://science-education.ru/ru/article/view?id=26825 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

LVII International scientific and practical conference "Actual issues of social sciences: sociology, political science, philosophy, history" (Russia, Novosibirsk, January 25, 2016)

Collection output:

"Actual issues of social sciences: sociology, political science, philosophy, history": a collection of articles based on the materials of the LVII international scientific and practical conference. (January 25, 2016)

SOCIAL POLICY OF THE STATE: ON THE QUESTION OF INCLUSIVE EDUCATION IN RUSSIA

Korotkova Maria Nikolaevna

cand. polit. Sciences,

Assoc. Perm State medical university them. ak. E.A. Wagner

Russian Federation, Perm

E- mail: korotkova _ mariya @ mail . en

Potapova Irina Alexandrovna

student of the Perm State Medical University. ak. E. BUT. Wagner,

RF, G. Permian

Email :

SOCIAL POLICY: ON THE INCLUSIVE EDUCATION IN RUSSIA

Maria Korotkova

candidate of political sciences, assistant professor

Perm State Medical University

Russia, Perm

Irina Potapova

student Perm State Medical University of a name of the academician E.A. wagner,

Russia, Perm

ANNOTATION

The authors of the article summarize the results of the study, which was conducted on the basis of a rehabilitation center for children and adolescents with disabilities: find out the attitude of respondents to inclusive education in Russia; note differences in the perception of inclusion by specialists and parents.

ABSTRACT

The authors summarize the results of the survey, which was conducted on the basis of a rehabilitation center for children and adolescents with disabilities: find out respondents" attitudes towards inclusive education in Russia; note the differences in the perception of inclusion specialists and parents.

Keywords: Social policy of the state, healthcare, inclusive education, children with disabilities, sociological survey.

keywords: Social policy, health care, inclusive education, children with disabilities, a sociological survey.

According to the Federal Law "On Education in the Russian Federation", state policy and legal regulation of relations in the field of education are based on a number of principles, one of which is "ensuring the right of every person to education" . Special conditions are created for persons with disabilities, “including through the organization of inclusive education” . The latter "implies the provision of equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities" . The legal foundations for inclusive education in Russia were laid down in 2010-2012 in the Federal Law "On Education in the Russian Federation", the National Strategy for Action in the Interests of Children for 2012-2017, the National Educational Initiative "Our New School", the state program "Accessible Environment » for 2011-2015 .

From the point of view of the Chairman of the Federation Council of the Russian Federation V. Matvienko, inclusive education today is a way of “social injustice against children with disabilities in physical and mental health. For decades, such children in all countries of the world were limited in the possibilities of their socialization, the formation of themselves as individuals capable of quite actively participating in the life of society, realizing themselves in it. And these restrictions were laid already at the stage of education, since such children were actually denied access to a regular general education school. Russian society, however, is not so optimistic in assessing the prospects for inclusive education. According to a large-scale sociological survey conducted by the FOM in 2012, every third inhabitant of the country opposed inclusion, that is, joint education of healthy children and children with disabilities.

Such polls, as a rule, take into account the opinion of only one side. By default, inclusion is presented as an indisputable benefit for children with disabilities, which implies the unconditional acceptance of this policy by both children and their parents. But is it really so? In 2015, the department of "History of the Fatherland, History of Medicine, Political Science and Sociology" of the Perm State Medical University named after Academician E.A. Wagner of the Ministry of Health of Russia acted as the organizer of the survey, which was conducted on the basis of a budgetary institution of the Khanty-Mansiysk autonomous region- Yugra "Rehabilitation center for children and adolescents with disabilities" Anastasia "Langepas". The survey involved 50 people: specialists of the center and parents of children with disabilities (Table 1, Table 2).

Table 1.

Parents (number of people)

Education

activities

Age

Unfinished higher

Specialized secondary

Lower secondary

Servant

Domo-master

Table 2.

Specialists (number of people)

First, it should be noted the high degree of awareness of respondents in the issues of inclusion. Secondly, the parents' almost unconditional welcome of inclusion in Russia.

For parents, the most important aspect of inclusion is the possibility of socialization of their children: communication with peers - 78%; development of adaptive skills - 68%; independence, self-determination - 54%; participation in conferences, olympiads and other school-wide events along with other children - 42%.

Joint learning, from the point of view of parents, will allow their children to get rid of the feeling of "inferiority", isolation - 48%. It will also contribute to the education of "tolerance, kindness, responsibility" - 100%; development of a humane attitude of healthy children to children with disabilities - 58%.

Almost one in two parents believe that inclusion will lead to higher levels of education – 48%. However, the "comfort" of co-education is questionable. And although parents are sure that “healthy children are obliged to adequately respond to children with disabilities,” many of them are afraid to face adaptation period with "negative attitude of classmates and their parents" - 48%. The solution of this issue, from the point of view of parents, will depend "on the upbringing of [healthy] children and the attitude class teacher". And the upbringing of children, in turn, from conducting a special course that precedes joint education.

It must be said that experts are more critical in relation to many issues. For example, only 44% of respondents support inclusion. They are also skeptical about raising the level of education - 33%.

And if parents are more concerned about the possible negative attitude towards their children on the part of future classmates, then the arguments “against” inclusion on the part of specialists, as a rule, come down to practical aspects, for example, the absence or insufficiency of comfortable material conditions (ramps, specially equipped training places and etc.) - 85%.

Almost every second specialist worries about the educational and methodological aspects of co-education: the formal passage of the program for the “troika”, difficulties in combining programs for healthy children and children with disabilities, the lack of flexibility in educational standards, the need to take the Unified State Examination, the “emphasis” of the teacher on the average student in the classroom (this is especially exciting for young professionals - 100%).

Both parents and specialists are almost equally concerned about the lack of an individual tutor (or defectologist, or mentor) with a special education - 54%. For our part, we can say that the lack of qualified personnel is also recognized by the official authorities.

The majority of respondents - 76% - are in favor of maintaining the diversity of education (the parallel existence of correctional and ordinary schools). This is not surprising, because a regular school can only accept "trained and socialized" children. In cases of severe disability, the existence of correctional schools is vital, which, unfortunately, is not understood by all local officials.

And finally, about the most important. Only 12% of respondents are not satisfied with the state policy in this area, which allows us to speak of a neutral-positive reaction of parents and specialists in general.

Summing up the article, the following points should be noted. First, the attitude towards inclusion, as a rule, rarely depends on the education, age, and occupation of the parents; positions and qualifications of specialists. Secondly, there is a significant difference in the perception of inclusion by specialists and parents: specialists are more critical. This fact can be explained by the fact that parents think in terms of the future, evaluating mainly the prospects for inclusion. Experts live in the present, pointing out the flaws in the practical implementation of inclusion in Russia today.

Bibliography:

Ivoilova I. About salary, USE and education // Rossiyskaya Gazeta [website]. URL: http://www.rg.ru/2014/10/23/obrazovanie.html (Date of access: 07/27/2015).
Ivoilova I. The chance of the Markelov family // Rossiyskaya Gazeta [website]. URL: http://www.rg.ru/2013/01/22/semia.html (Date of access: 07/27/2015).
Laskina N.V., Novikova N.A., Lezhneva N.S. and others. Commentary on the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" (item-by-article) // ATP ConsultantPlus.
Matvienko V. School equal opportunity// Russian newspaper [website]. URL: http://www.rg.ru/2014/08/14/invalidy.html (Date of access: 07/27/2015).
Education without borders: children with disabilities in regular schools // FOM: [website]. URL: http://fom.ru/Nauka-i-obrazovanie/10588 (Date of access: 07/28/2015).
Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” // SPS ConsultantPlus.

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1 MOSCOW PUBLIC SCIENTIFIC FOUNDATION CENTER FOR SOCIAL POLICY AND GENDER RESEARCH INCLUSION AS A PRINCIPLE OF MODERN SOCIAL POLICY IN THE SPHERE OF EDUCATION: MECHANISMS OF IMPLEMENTATION Moscow 2008

2 UDC 376.2/4 LBC 74.3 I 65 Editorial Board of the Independent Economic Analysis series: Ph.D. V.B. Benevolensky, Doctor of Economics L.I. Polishchuk, prof. Dan. L.I. Jacobson. I 65 Inclusion as a principle of modern social policy in the field of education: implementation mechanisms / ed. P. Romanov, E. Yarskaya-Smirnova. Series "Scientific Reports: Independent Economic Analysis", 205. Moscow, Moscow Public Science Foundation; Center for Social Policy and Gender Studies, 2008, 224 pages. Authors P. Romanov (Introduction, Sections 1, 2, 3, Conclusion), E. Yarskaya-Smirnova (Introduction, Sections 1, 2, Conclusion), D. Zaitsev ( Introduction, Section 5, Conclusion), N. Lovtsova (Section 4), D. Bychkov (Sections 3, 4, Appendix 1), S. Kotova (Section 4), N. Borisova (Section 3), I. Kuznetsova-Morenko (Section 3, Appendix 1, 2), S. Fazulyanova (Section 3), V. Drapak (Section 3), A. Galakhova (Section 3, Conclusion, Appendix 1), V. Yarskaya (Introduction, Sections 1, 2, Conclusion), M. Aleshina (Sections 1, 2), I. Larikova (Appendix 2), R. Dimenstein (Appendix 2), P. Kantor (Appendix 2). The publication presents the results of projects implemented by thematic associations under the leadership of the Center for Social Policy and Gender Studies in the years. under a grant from the Civil Society Support Program "Dialogue" of the American Council for international studies and exchanges and within the framework of the state contract for the implementation of research for the Department of Education and Science of the Khanty-Mansiysk Autonomous Okrug of Yugra. The book reveals methodological and theoretical approaches to research, the results of a case study of inclusive schools, an analysis of socio-economic factors and mechanisms of inclusion, and a model statement on the integration of children with disabilities in general education schools is attached. The opinions expressed in the reports of the series reflect exclusively the personal views of the authors and do not necessarily coincide with the positions of the Moscow Public Science Foundation. The book is distributed free of charge. ISBN Moscow Public Science Foundation, TsSPGI, 2008.

3 CONTENTS About the Independent Economic Analysis series...5 Introduction. Inclusion is a new principle of social policy...6 Section 1. Applied research methodology for the development of inclusive education...12 Section 2. Educational integration of children with disabilities: a review of approaches...17 Section 3. Social aspects of the development of inclusive education...39 Moscow ...39 Case study of the school 1321 "Ark"...39 Case study of the school 142 im. ON THE. Ostrovsky...54 Case study of school Samara region...65 Case study of school 69, Tolyatti...65 Case study of school 11, Novokuibyshevsk...82 Republic of Komi, RF...92 Case -Study of school 16, Ukhta...92 Vladimir...97 Case study of school in Arkhangelsk Case study of school Republic of Armenia Case study of school 27, Yerevan Section 4. Economic aspects of the implementation of inclusive education Economic education efficiency Calculation of the coefficient of appreciation of the cost of educational services A methodical approach to the development of a service standard and to the assessment of the economic efficiency and effectiveness of the provision of services to children with disabilities ... 124

4 Efficiency and effectiveness of services: a methodological approach to the development of indicators for evaluating educational services for children with disabilities Exemplary indicators for assessing the quality of services Section 5. Main principles and goals of state policy in the field of integrated education Directions for the implementation of state policy in the field of integrated education of children with disabilities Regulatory framework for integrated education Organizational and managerial aspects of integrated education for children with disabilities General provisions on educational institution of integrated education Participants in the educational process of an integrated type Content and methodological foundations of integrated education for children with disabilities The system of comprehensive support for integrated education for children with disabilities Financing integrated education programs for children with disabilities Conclusions and recommendations Appendix 1. Summarizing information about schools where research was carried out Annex 2. Model regulation on the organization of integrated learning Information about the authors Program to support independent economic think tanks in the Russian Federation

5 About the Independent Economic Analysis Series Since 2003, the Moscow Public Science Foundation has been publishing the Independent Economic Analysis series. The publications of the series feature works by participants in the Support Program for Independent Economic Think Tanks in the Russian Federation. These publications introduce Russian and foreign readers to the scientific and analytical potential of the community of non-governmental non-profit centers for applied economic analysis. The publications of the series include both works of an applied nature (the genre of an analytical note of a narrow-profile thematic report, the main type of product of the centers of program participants), combined into thematic collections, and larger monographic works (works of this genre should convincingly demonstrate that the professional competence of the centers of program participants is on a solid basis). scientific and methodological foundation). The public role of non-governmental non-profit centers for applied economic analysis is to expand the availability of professional economic expertise. Without replacing academic institutions in the field fundamental research or analytical structures of relevant ministries and departments in the development of specific economic action plans, a community of independent professional analysts is able to give an independent forecast of the consequences of certain decisions, recommend alternatives to interested departments, discern medium- and long-term development trends and draw public attention to the need for action. The community is a resource for political parties and social movements focused on the reforms that society needs. In the context of staff shortages in the regions, non-profit centers for applied economic analysis are an effective tool for improving the quality of decisions made at the regional level and municipalities. The publications of the series provide a wide dissemination of the results of the Program and stimulate discussion on practically the entire range of topical problems of economic and social reforms in Russia. Full information about published publications and the publications themselves can be obtained from the Moscow Public Science Foundation. For contact information, it is recommended to visit the Foundation's website on the Internet at: Editorial Board of the Independent Economic Analysis series 5

6 Inclusion as a principle of modern social policy in the field of education Introduction. Inclusion is a new principle of social policy The concept of inclusion by content means fundamentally democratic principles and actions to include an individual or group in a wider community, including persons with disabilities, in the general flow of the educational process, helping to overcome geographical disadvantages and economic differences. This includes overcoming discrimination based on sex, age, health, ethnicity and any other characteristics. In other words, inclusion is becoming a new code sign for the desire to overcome inequality, gain freedom and a new quality of life. The problems of inclusion, increasingly discussed in our society, contain not only the obvious discourse of citizenship, the civilized state, but also the modern type of rationality. We are talking about the transition from the technocracy of culture to inclusion as a principle of the welfare state and civil society, and in the context of a post-industrial society as the development of the service and information sector, new types of resources, modification of the social structure. Only then can we talk about the completeness of the correspondence of the domestic social policy to the world level and the principles of the welfare state. Inclusive education today can rightly be considered one of the priorities of the state social policy of Russia: after all, the extent to which adults and children are included in the practices of mutual assistance, overcoming stereotypes and protecting human dignity largely determines the degree of social cohesion and the measure of citizenship in society. Inclusion is a principle of social policy and social value. Therefore, in a certain sense, we can talk about the completeness or incompleteness of compliance with the world level and the principles of the social state of domestic inclusion practices, as well as curricula or the educational process in official educational systems. 6

7 Introduction The development of school education today is increasingly focused on ensuring the right to education for all. Presenting their vision of education for all, the participants of the World Education Forum in Dakar (2000) stated that inclusive education is vital to achieving this goal. As a result, all more countries is committed to helping make their schools inclusive. International documents record the right of children to study in general education schools at the place of residence, despite their physical, intellectual and other characteristics. The educational integration of children with developmental disabilities is a process in which all highly developed countries of the world are involved. Abroad, for example, in England, Germany, Denmark, the problem of integrated education for children with developmental disabilities was considered already in the 40s. 20th century Since the mid 60s. not only in Western Europe, but also in the United States, the first practices of joint education of children with different psychophysical and sociocultural status began to develop. A number of legislative acts were adopted securing the right of persons with developmental disabilities to school integration (mostly these were laws on special education, which emphasized not only the possibility, but also the need for joint education of children with different levels of psychophysical development). The need to include children with developmental disabilities in the environment of ordinary children was pointed out at the beginning of the 20th century. L.S. Vygotsky: "It is extremely important with psychological point vision not to lock abnormal children into special groups, but it is possible to practice their communication with other children more widely”; and further: deeply anti-pedagogical is the rule according to which, for the sake of convenience, we select homogeneous groups of abnormal children. By doing this, we not only go against the natural tendency in the development of such children, but, what is much more important, we deprive the abnormal child of collective cooperation and communication with other children standing above him, we aggravate, rather than alleviate, the immediate cause of the underdevelopment of his higher Functions 1. The priority of the development of integrated education was discussed as early as 2001 in the report of the State Council of the Russian Federation “Educational policy in Russia at the present stage”: “Children with problems 1 Vygotsky L.S. Problems of defectology. M., S.52. 7

8 Inclusion as a principle of modern social policy in the field of education with health (disabled people) should be provided by the state with medical and psychological support and special conditions for studying mainly in a general education school at the place of residence and only in exceptional cases in special boarding schools. In addition, the possibility of joint education and upbringing of ordinary children and children with disabilities of preschool age in children's preschool institutions of a general type is enshrined in the Law of the Russian Federation "On the social protection of persons with disabilities in the Russian Federation" dated November 24, 1995 FZ. In 2002, the Ministry of Education of Russia, in fact recognizing the need to implement the practices of integrated education and upbringing, distributed a Letter (in / 23-03 dated), which indicated the need for the earliest possible "inclusion" of children with special needs in groups of ordinary peers and the possibility of organizing integrated education and upbringing of special children in preschool and school educational institutions. The importance of integration processes in the system of general education of the country is noted in the National Doctrine of Education of the Russian Federation until 2025, in the Concept for the Modernization of Russian Education for the Period until 2010. The transition to inclusive education in the domestic context as a general vector of development is consistent with the fact that Russia signed the UN Convention on the Rights of Persons with Disabilities. Currently, the main legislative conditions for the implementation of inclusive education programs within the framework of school and higher education institutions have been created at the national level. And yet, our regular studies record the still low level of training of socially vulnerable groups, the low level of access to additional education for the disabled, their maladjustment and the weakness of their motivation to receive higher education. The experience of implementing individual projects to create inclusive schools and programs in a number of Russian universities suggests that the educational system, in terms of its main parameters, is ready for the development of such programs, however, there are certain institutional limitations that need to be studied, clarified and purposeful work. In Russia, integration processes have not yet acquired signs of a stable trend and are being implemented spontaneously. Since the 1990s, parents of children with special needs with the support of non-profit organizations, sometimes within the framework of projects supported by grants, initiated the first organized experiences of learning and recreation.

9 The introduction of nutrition for their children in institutions of preschool and secondary education of a general type. Often, parents expressed an act of protest against the practice of placing children by psychological, medical and pedagogical commissions (PMPC) in correctional schools and boarding schools. Due to the fact that the Federal Law “On Education” was adopted in 1992, parents got the right to decide in which educational institution it is better to study for their child, and some children with developmental disabilities ended up in public schools. To ensure the development of inclusive education, it is often necessary to change education management systems. The process of change requires calculations and the availability of financial, human and intellectual resources. As the analysis of the situation shows, many social programs implemented at the local level are often characterized by overestimated specific (including administrative) costs per beneficiary, and at the same time cover an insignificant share of potential consumers of services from among the socially vulnerable group. They are not interconnected enough common bases data on the needs of children with disabilities in inclusive education, accounting for the recipients of this service does not reflect the full picture in the region, there is no targeted monitoring and evaluation of the effectiveness of social programs aimed at developing mechanisms for the social integration of children with disabilities. Foreign economists, teachers and sociologists have proven the higher social and economic efficiency of inclusive education: the budget of a special educational institution is several times higher than the cost of educating a child with a disability in a public school, even taking into account the costs of retraining teachers, introducing additional staff units of specialists and refurbishing schools; the high social effect of joint education of children is also calculated. A significant contribution to the development of the ideology and practice of inclusive education in Russia could be made by private schools and kindergartens, however, the lack of formation of quasi-markets of social and educational services in Russia is due to the insufficient participation of private and non-profit organizations in this area of activity, with the exception of a few initiators of inclusive education, for example, ROOI Perspektiva and its Moscow and regional partners, as well as the RBOO Center for Curative Pedagogics. To form such an agenda, it is important to accumulate the efforts of citizens, experts and authorities. 9

10 Inclusion as a principle of modern social policy in the field of education Actual issues of social policy within the framework of the research direction are the following: what are the mechanisms of educational integration of children with disabilities in the context of the new educational policy and taking into account specific financial, organizational and political resources at the regional level, how can analyze the situation and who should be involved in this process? What hinders the mechanisms of educational inclusion and how can they be improved? In particular, what legislative obstacles stand in the way of the development of inclusive education, to what extent do the existing administrative structures create obstacles for the development of inclusive education, and what changes need to be made to these structures? What local initiatives are already being implemented and how can they be used as a basis for further development and how effective, efficient and effective are the existing models of inclusive education? How can public opinion be mobilized in support of inclusive education? What role can and should be played by civil society institutions to intensify the discussion and develop timely solutions to the problem of inclusive education of children and youth with disabilities, in particular, what are the prospects for intersectoral cooperation to address this social problem, what may be the barriers to the implementation of these prospects, and how to overcome them? What resources are available to support the transition, who are the main actors, and what partnerships can be established to support the necessary changes? The main recipients of the project are children with disabilities and their parents, as well as young people with disabilities. In Russia, 650,000 children have disabilities, and 170,000 of them do not study anywhere at all, either in a regular school, or in a special one, or at home. However, we primarily include decision makers (employees of the executive authorities of ministries and city education committees), teachers, teachers of pedagogical universities and advanced training institutes for educators, members of public associations and employees of NGOs with disabilities, journalists, parents of children with disabilities to the target audience. and, importantly, schoolchildren who will have to implement inclusion in practice. Inclusion is not limited to opening the doors of a school for children with disabilities. This is a serious intellectual, organizational and emotional work that requires real dedication.

11 The introduction of chi from all subjects of the educational process, and above all, schoolchildren, teachers and parents. Planning in social policy involves the use of research procedures. Policy makers need research data to remove uncertainty and bring about change. This monograph publishes the results of applied research carried out within the framework of the analytical direction of the project “The Right to Life in Society: Mechanisms for the Educational Integration of Disabled Children”, supported by the Dialog program in 2007, as well as within the framework of the state contract for the implementation of scientific and research papers for the Department of Education and Science of the Khanty-Mansiysk Autonomous Okrug of Ugra in 2008. The book presents methodological and theoretical approaches to research, the results of a case study of inclusive educational institutions, an analysis of socio-economic factors and mechanisms of inclusion, attached research tools and provisions on integrated education. L. Cheglakova, S. Alasheev, E. Reprintseva, M. Vorona took part in the development of research tools and approbation of the provisions. eleven

12 Inclusion as a principle of modern social policy in the field of education Section 1. Methodology for applied research on the development of inclusive education A number of organizations representing the non-governmental sector in Russia are already actively working to change the situation in the system of providing educational services for socially promotion of the ideas of inclusive education. The regional public organization of the disabled "Perspektiva" (Moscow) is actively cooperating with Moscow secondary schools, where, together with the directors, it tries to transfer disabled children from home schooling to co-education. Currently, this organization is implementing a project to regionalize the experience of inclusive educational programs in 12 regions of Russia, where agreements have been reached with education committees, trainings are being conducted not only for teachers, but also for schoolchildren, in order to achieve the fullest participation in the processes of inclusion of the children themselves. According to the head of Perspektiva, Denis Roza, the following areas of activity are currently becoming most relevant: a) reflection and dissemination of the experience of Perspektiva in the form of seminars, trainings, conferences, and publications; b) economic calculations of not abstract, but specific models and experimental sites, providing for local specifics, suitable for implementation in certain conditions of Russian regions; c) a comparative analysis of inclusive educational programs and institutions due to the lack of a single model and the unsystematic development of a network of inclusive schools. Another active agent in promoting the ideas of inclusive education and an important partner in organizing campaigns dedicated to the problems of accessibility of education for children with disabilities is the Kovcheg Integrated School (Moscow), which implements a number of projects in the field of inclusive education, the experience of which needs to be disseminated to the regions. Work is underway to develop inclusive preschool education, a resource 12

13 Section 1 rehabilitation and correction center, the model includes three schools and Kindergarten. A similar model can be introduced in the regions. The novelty of this project was the choice of the subject of research on the practices of developing an inclusive school, taking into account the analysis of the factors of social, organizational and economic efficiency of a new form of education. This made it possible to formulate recommendations for expanding the life chances of the most vulnerable groups of the population through the development and implementation of mechanisms for the educational integration of children with disabilities, together with key actors in socio-economic policy at the local level, to develop draft regulations and standards for the provision of educational services to children with disabilities, a technology for assessing the quality and effectiveness , to convey information about the potential and ways of developing inclusive education to teachers and administrators of educational institutions, officials of local and regional education authorities and journalists, to influence the decision-making on the development of experimental sites for inclusive education in the regions, to disseminate best practices. To ensure the principle of continuity and sustainability, work on training personnel for inclusive education should be carried out at all levels of education in a kindergarten, school, university, pedagogical university and institutes for advanced training of educators. The study, aimed at collecting materials for the preparation of an analytical model of the Russian inclusive school, took place in several stages. At the first stage, with the help of experts, representatives of educators, a search was made for schools that would have already implemented in one form or another a model of inclusive education suitable for analysis and possible use of accumulated experience. Those schools were selected in which the proportion of students with disabilities would be significant and the administration of which took conscious steps to develop inclusive education in their educational institution. In total, about 10 schools were found that met these conditions, and almost all of them were included in the study, with the exception of one school in Severobaikalsk, Buryatia, which was difficult for researchers from the European part of Russia to access. In addition, a decision was made to make a research trip to Yerevan, which is associated with the significant success of the Armenian public education system, which has created the most advanced model of inclusive education among the countries of the former USSR. 13

14 Inclusion as a principle of modern social policy in the field of education At the second stage, statistics were collected at the regional level related to the education of children with disabilities in the regions in which the study was conducted, i.e. in five Russian regions. A toolkit of instructions, questionnaires and interview guides was also developed and discussed and pilot tested, which were later used in the field work by all members of the research team. At the third stage, research visits were made to selected schools, during which participant observations and interviews were conducted with key informants competent in discussing issues related to inclusion in this educational institution (as a rule, these were head teachers, teachers, supply managers). On average, five interviews were collected at the school level. In addition, at the municipal or regional level, contacts were established and interviews were taken with the administrator of public education, directly supervising a particular project. As a result of completing the data collection phase by June 2007, nine case studies were conducted. Within the framework of this strategy, the purpose of collecting various data (interviews, quantitative data, documents, observations) was to create the most complete description, as far as possible, of any particular aspect of the object (case) being studied. The case in this study is a school in which the transition to inclusive education is carried out / carried out, the studied aspect of the features, conditions, characteristics of the process of school transition to an inclusive model of the educational process. The school may be at different stages of this transition, both in terms of the restructuring of the physical environment and the administrative conditions, the pedagogical process. The main criteria for selecting schools for the study were: (1) the presence of any special status of an educational institution related to inclusion (an experimental site, for example); this is related to the task of describing changes in administrative procedures, regulatory documents; (2) the presence of a significant group of children with disabilities, not less than children, a significant part of which are educated directly on the premises of the school, together with the rest of the children, and not home-schooled or isolated in any way. Employees who participated in the project are familiar with data collection methods using semi-structured interviews, are aware of 14

15 Section 1 goals and objectives of the study. Because of this, the guides for data collection by the method of semi-structured interviews (guide of interviews with the administrator, teacher, representative of the municipal education authority) were only the direction of the conversation and determined the minimum tasks for collecting information. Obtaining any additional information, documents, materials, incl. visual, were welcome, as well as a motivated departure from the structure of the guide, clarifying questions were encouraged during the interview and in connection with the answers of the informant. Politeness formulas, formal presentations were determined by the circumstances by the interviewer himself, taking into account the context and rules of etiquette. All semi-structured interviews were recorded on a dictaphone, followed by verbatim transcription of the recording in the form of a transcript. The main criteria for selecting informants were (1) their awareness of the problems of implementing inclusive education, (2) their personal involvement in the implementation of this project. For the selection of administrators, accountants, representatives of the municipal education authority, the first criterion was the most important, for the selection of teachers the second. The interview with a representative of the municipal education authority was mainly conducted with an administrator who is actively involved in the implementation of inclusion programs, provides their administrative support "from above", the key role was assigned to issues in the context of decisions made in relation to specific educational institutions (or one institution), included into the study as a case. At the next stage, in 2008, a draft regulation on integrated education was developed. The Regulations develop the basic principles of social and educational policy in Russia, which are defined, first of all, in the Constitution of the Russian Federation, in the Law of the Russian Federation "On Education", the Federal Law "On the Social Protection of Disabled Persons in the Russian Federation", the draft Federal Law "On Special Education" and disclosed in the National Doctrine of Education in the Russian Federation until 2025, as well as the Federal Program for the Development of Education for years. The provisions have been developed taking into account: international and domestic experience in the integrated education of children with disabilities; the diversity of disorders in the ontogenetic development of children with disabilities, the peculiarities of their sociocultural status; the content of the activities of the main institutions of society for the social and educational integration and adaptation of children with disabilities

16 Inclusion as a principle of modern social policy in the field of health education; the results of a comparative analysis of foreign and domestic state policy on their social and educational integration; proposals and recommendations of ministries, departments, research centers and public organizations on the organization of integrated education for children with disabilities; innovative educational and social technologies. The Regulations contain the main strategies and mechanisms for the development of integrated education for children with disabilities based on improving the mechanisms for the implementation of their constitutional rights, attracting external and internal resources and services. The provisions are based on the transition from the traditions of the paternalistic, patronizing attitude of the state towards persons with disabilities to new strategies of active social policy, a resourceful personal approach, the principles of normalization, and sociocultural inclusion. Based on the results of approbation of the developed provisions in the institutions of general education of the Khanty-Mansiysk Autonomous Okrug of Yugra, as well as the examination, comments and recommendations were received, in accordance with which clarifications and corrections were made to the provisions. According to the conclusions of experts from the Center for Curative Pedagogics (Moscow), the provisions developed within the framework of the project already make it possible to partially solve the problems of certain categories (with disorders of the musculoskeletal system, speech, hearing, vision, mental retardation) of children. Possible limitations of the provisions, in particular, include the following issues: on the regulation of the decision on integrated education, when the opinions of parents and PMPK differ; on financial support for integration; about the flexibility of the educational program and its relationship with educational standard, as well as the very principle of creating various nosologically determined provisions for the integration of different groups of children (differentiation by type of disability). In this regard, the next stage in the development of a comprehensive model provision is needed, which would already be able to take into account these issues and more flexibly meet the interests of other categories of children. The Appendix provides a draft model provision for integrated education. 16

17 Section 2 Section 2. Educational Integration of Disabled Children: Overview of Approaches In the context of socio-economic transformations in Russia, the processes of social stratification are deepening, poverty rates and polarization of population groups in the social structure of society in terms of income levels, as well as orientations towards various life support strategies, are growing. including the choice of higher education as a necessary condition for the development and social mobility of citizens. At the same time, the alienation of a number of social groups from the opportunities to receive higher education is increasing due to unfavorable starting conditions, often determined not by learning abilities and individual efforts to acquire knowledge, but by multiple factors of social deprivation. Disabled people, in particular, pupils of boarding schools, occupy a special place among such social groups. Analysis of the accessibility of education for representatives of this group is an important task in the institutional regulation of social policy. In this chapter, we outline the prospects for studying the factors of access to education, consider the arguments in favor of integrated education, reveal the basic concepts and principles of educational integration, and also present some data from sociological surveys on the problem of teaching children with disabilities in a general education school. The Problem of Access to Education for Disabled Children in the Context of Research on Social Inequality The analysis of disability in the context of education allows for a new way of problematizing social inequality, despite the fact that education has been seen as a means of achieving equality since the Enlightenment. D.L. Konstantinovsky believes that the myth of equality of opportunity is one of the most attractive for a socialist state, representing an important part of the ideology of the Soviet period until a certain point, until it began 17

Sociologists refute inclusion as a principle of modern social policy in the field of education 2. Indeed, on the one hand, the understanding of education as a public good is characteristic of the concept of a welfare state, which should provide its citizens with equal opportunities for access to social values. Arming people with knowledge, education helps them take their rightful place in society, thereby helping to mitigate social inequality. On the other hand, sociological studies carried out in the West and in Russia since the 1960s have shown that education is more inclined to reflect and confirm existing inequalities than to contribute to its elimination. In the 60s, a study was conducted by V.N. Shubkin, which demonstrated that Soviet society is by no means free from inequality in the education system, the transmission of statuses, and other phenomena of this kind that are also characteristic of other societies” 3. Projects implemented in the years in a number of countries 4 demonstrated that the greatest impact the results of schooling have social and family circumstances; this subsequently determines the level of income 5. The effectiveness of the educational process has been shown to be affected by the social background of students, which determines “the inequality in which children are placed in their home, their neighborhood, their environment” 6. These studies have sparked a discussion about the need for an integrated education of children from different racial groups and social strata. Some modern Russian sociologists are working in the same direction, emphasizing the continuity and transmission through the educational system of those social and class differences. Dynamics of inequality. Russian youth in a changing society: orientations and paths in the field of education (from the 1960s to the 2000s) / Ed. V.N. Shubkin. Moscow: Editorial URSS, S Ibid. With Giddens E. Sociology / Per. from English; ed. V.A. Yadov. Moscow: Editorial URSS, C Ashline N.F., Pezzullo T.R., Norris C.I. (Eds). Education, Inequality & National Policy. Lexington, M.A., 1976; Coleman J. S. et al. Equality of Educational Opportunity. Washington, 1966; Jenks C. et al. Inequality: A Reassessment of the Effects of Family and School in America. New York, Giddens E. Sociology / Per. from English; ed. V.A. Yadov. Moscow: Editorial URSS, S

19 Section 2 which exist outside of education 7. In this case, the indicator of social inequality is, in particular, the probability of obtaining a higher education by school graduates. British studies in the 1980s confirmed findings about social inequalities outside the school, and also questioned why schools themselves tend to perpetuate and reproduce inequalities8. the focus of schooling, as the researchers believed, is able to help children from poor families, as well as improve their performance for graduates of boarding schools. The work of P. Bourdieu 9 had a great influence on understanding the reproduction of inequality in education. the idea of “who (and for what reasons) should be considered who”. In this and his later works, Bourdieu suggests looking for an answer to the classic question of sociology about the reproduction of social inequality in the education system and in other cultural institutions. Schools and universities relay inherently unequal socioeconomic conditions into varying degrees of endowment; therefore, universities that are nominally open to everyone actually get only those who have certain habits, who have assimilated the necessary social and cultural dispositions. From about the mid-1960s, it became clear to sociologists that disabled children, especially graduates of boarding schools, in the education system join the least qualified socio-professional groups, occupying low-status positions that do not require quality training or abilities, bring low income and 7 Konstantinovsky D.L. Dynamics of inequality. Russian youth in a changing society: orientations and paths in the field of education (from the 1960s to the 2000s) / Ed. V.N. Shubkin. M.: Editorial URSS, With Bloom B.S. All Our Children Learning: A Primer for Parents, Teachers and Other Educators. New York: McGraw-Hill, Bourdieu P. and Passeron J.-C. Reproduction in Education, Society and Culture. Translated from French by Nice R. London: Sage,

Essi Kesälahti, Sai Väyrynen Bringing Inclusive Education Ideas to Life: Experience from Neighboring Countries School for All Development of Inclusive Education

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Bologna process and its significance for Russia Integration of higher education in Europe Bologna process and its significance for Russia Integration of higher education in Europe Ed. K. Pursiainen and S.A. Medvedev

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International Federation of Library Associations and Institutions (IFLA) IFLA/UNESCO GUIDELINES FOR SCHOOL LIBRARIES http://www.ifla.org/vii/s11/pubs/school-guidelines.htm Introduction The IFLA/UNESCO Manifesto

Department of Education and Science of the Tambov Region Tambov Regional Institute for Advanced Training of Educators

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