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Modern Education
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Conceptual-methodological ground of inclusive education in the Russian Federation

Barinova Elena Borisovna

PhD in History

Senior Scientific Associate, Head of Ethnographic Scientific Educational Center of the Institute of Ethnology and Anthropology of the Russian Academy of Sciences

119334, Russia, Moskva, g. Moscow, ul. Leninskii Prospekt, 32A, kab. 1810

BarinovaElena@rambler.ru
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DOI:

10.25136/2409-8736.2021.3.32247

Review date:

24-02-2020


Publish date:

15-09-2021


Abstract: The goal of this article lies in the analysis of theoretical conceptual-methodological grounds of inclusive education in the Russian Federation for the effective management and coordination of the work of educational institutions. For achieving the set goal, the author examines the general theoretical conceptual-methodological grounds of inclusive education; competence approach towards inclusive education in Russia; theory of implementation the inclusive form of education; basic elements of the concept of inclusive education; as well as methodology of inclusive education in the Russian Federation. The concept of inclusive education implies the mechanism for exercising human rights for people with health impairments. This mechanism is based on the interdepartmental cross-disciplinary formation of the barrier-free environment for any person to exercise their rights. The concept of inclusive education formulates social approach towards disability. The medical problem of disability shifts into the social sphere – a person with health impairments should not only receive treatment, but also live a normal life. Therefore, disability is viewed as a set of social barriers that stand in the way of realization of the abilities and needs of a person with physical or mental impairments. The goal is to eliminate such social barriers. The modern strategy of the Russian Federation in the area of education and social policy is aimed at bringing into compliance the institutional systemic conditions in order to turn inclusive education into the priority area of education.


Keywords: educational and methodological adaptation, disabled, disabilities, methodology of inclusive education, concepts of inclusive education, competence-based approach, inclusive education, psycho-emotional comfort, adaptation technologies, tutoring
This article written in Russian. You can find full text of article in Russian here .

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