Abstract:

The term "inclusive education" was officially enshrined in Russia within the new law "On Education," adopted in December 2012. The first time in history of education the law was developed with the participation of the general public and professional communities and simultaneously forms the basis of legal regulation in the field of education of children, especially children with special educational needs, and, at the same time, the beginning of a new period in improving the State educational policy in Russia in accordance with widely recognized international principles and standards. The adoption of the concept of inclusive education at the federal level contributed to the expansion of the territorial boundaries of the introduction of inclusive education in Russia and was a prerequisite for the genesis of large-scale interprofessional discussions at the macro, meso- and micro-levels of the education system functioning. However, the analysis made it possible to establish a significant contradiction between the objective need to implement inclusive education in general education schools and the lack of a holistic scientific and theoretical understanding of this problem in Russian pedagogy, the lack of comprehensive pedagogical technologies for its implementation. First of all, the issue of the implementation of inclusive education is closely related to the level of readiness of society and the education system to accept the very idea of inclusion. For almost a century (since 1929), a system of corrective pedagogy was created and continuously developed in Russia, whose unique and significant experience in teaching and raising children with special educational needs is rightfully recognized and highly appreciated by the scientific world community. Despite the fact that at the beginning of the 20 century the outstanding Russian scientists (G.Y. Troshin, V.P. Kashchenko, L.S. Vygotsky) antedated the means of development of defectology in the rapprochement of general and special pedagogy, their ideas were not properly embodied in Russia until the 70s of the last century, while in the pedagogy of foreign countries the experience of these scientists was widely recognized. This case reinforces the urgent need to study and critically understand the halfcentury experience of foreign countries in the context of its predictive significance for the Russian education system. The purpose of this article is to provide a critical analysis of the implementation mechanisms of inclusive education in Russia in a comparative aspect with the successful experience of a number of foreign countries.

Keywords:

Inclusion, inclusive education, children with special needs, interaction, collaboration, cooperation, communication.