Abstract:

The problem of adaptation of physically disabled people is timely for the Russian society at large, especially it is particularly important in the sphere of education and professional training. Article brings up to speed on the main points of the Russian regulations on the organization of training process of children with disabilities. Key data of monitoring among heads of governing bodies on all territorial subjects of the Russian Federation on problems of implementation of the federal educational standard are provided. By the way, according to the obtained data, in general across Russia there are 39008 educational institutions, 1498 from them are correctional. With regard to quantity of inclusive classes, most of them are at the elementary level of education. Estimation on several blocks of problems is given, among them: legal and regulatory and financial provision; material equipment; staffing; providing contingent of the educational organizations; information support.
So, emphasizing important points of results, it is possible to note, that in 64,5% of the organizations free of charge textbooks and manuals are provided. Information support is at the high level - according to answers of heads of organizations, 94,4% of institutions have a website, studying of public opinion on questions of introduction of federal educational standard is organized at 83% of regions of Russia.
Along with a monitoring research, an example of experience in organizing learning environment for students with disabilities is one of the largest and the most international higher education institution of Russia –Peoples' Friendship University of Russia (RUDN University).
In addition, the results of empirical sociological researches conducted in 2015-2016 are presented. Within these studies the level of adaptation of RUDN University students with disabilities was estimated, and by making use of projective questions, the attitude of other students towards students with disabilities was found out.
The first research has been directed to interviewing students with disabilities (all 95 people). According to results, most of students has no problems with access to educational buildings and visits university every day. Most of students have shown discontent with information sources, but students with disabilities feel comfortable both among other students, and among teachers.
The desires of RUDN students with disabilities generally are related to more careful cleaning of the street in winter (cleaning of paths from ice), equipment of all of university elevators, developments of bigger space for rest of students with HIA, modernization of the website and equipment of audiences with new furniture.
Students of RUDN without disabilities became objects of the second research, and the purpose is an assessment of their attitude towards people with disabilities,so two projective questions with closed alternatives have been asked: "Imagine, that the entrance to the RUDN is blocked for installation of the special equipment for people with HIA, and you should bypass the building from the backyard to get inside" and " Imagine, that you have come to a blind date with someone with whom you got acquainted on the Internet, and he/she is a wheelchair user" (quota sampling, sampling error±3%).According to data, every tenth student is not ready to accept students with disabilities as full-fledged members of society while the others are ready to some extent.

Keywords:

students with disabilities,attitude towards students with disabilities,federal educational standard,inclusive classes,international higher education environment