Inclusive education. Is it possible in Russia?

Education of the child is one of the main problems in its formation. This is especially important when a disabled person grows up in a family. In accordance with the Russian legislation, each of them has the right to receive education, as well as vocational guidance, social adaptation and the provision of those educational conditions that parents will choose. But in practice this situation looks somewhat different. That is why in the psychological and pedagogical practice not so long ago a new system of education - inclusive education - took shape.

It implies the organization of the learning process, in which it becomes absolutely accessible to all. This is due to the fact that inclusive education maximally adapts to all the needs of each child.

Its main principles are as follows:

• The value of any person can not depend on his achievements and abilities.
• Each child is given the ability to think and feel.
• Every person has the opportunity and the right to communicate, and also to be heard.
• All people need each other.
• A full inclusive education is possible only if it is carried out in the system of living relationships, because each child needs the friendship and support of peers.
• There must be diversity in the educational process.

Therefore, it will be effective only if specific conditions are observed:

• Adequate goals should be set for all students;
• Conditions are created for the maximum possible disclosure of the potential of the disabled child;
• Constant and maximum possible support for everyone;
• The formation of combined groups of healthy and special children in general education schools and pre-school institutions.

However, inclusive education in Russia is just beginning to emerge. Therefore, there are a number of problems that are constantly encountered by all participants in this process, especially at the first stage. The basic can be formulated in this way.

First, the perception of such an educational situation by teachers. The fact is that an effective inclusive education will only become if teachers can match the professional roles that it requires of them. But not all teachers are willing to take risks, agreeing to turn the general education class into a "hodgepodge" of ordinary children and special.

Thus, there is a psychological barrier. Teachers are afraid that they will not be able to cope, avoid such responsibility and special risk. Therefore, the uncertainty and fear of teachers significantly impede their professional and personal development in the field of inclusive education.

Secondly, not all parents of disabled children are able to decide on giving their child to a regular class. Fears are caused by the fact that they can be offended there.

Moreover, families of ordinary children, as a rule, are opposed to the presence of special students in the classroom. They are afraid that all the attention of the teacher will be directed only at them, "slowing down" the educational process. While other children will not be provided with the support necessary for them.

Thirdly, special difficulties arise in the relationship with peers. Practice shows that there are a lot of problems in this area. But, as a rule, peers refer to such atypical children in accordance with the adult position and attitudes of the pedagogical collective and their parents.

Therefore, it is necessary to resolve the identified problems and psychologically prepare the subjects of the educational process. Only in this case will an inclusive education be able to penetrate steadily into the Russian system of education.