Abstract:

Formation of the accessible environment for disabled people, especially for disabled children is urgent need of the present in any society. Still, there are many different models of inclusion, which differ depending on the society and its specifics. The article gives an overview of the main inclusive models with emphasis on the Russian model, which has no analogs in the modern world. The specifics of the Russian model create certain antinomies of realization of equal opportunities in the Russian society.

The Russian realities show that evolution of legislative rules concerning disabled children is somehow in advance of the evolution of public opinion. The data of the largest sociological surveys in Russia on the topic of attitudes towards children with HIA, as well as inclusive education are given. Based on the analysis of these results we came to the conclusion, that Russian society has already moved away from the medical model, which was widespread in the USSR, and that assumed correction of the defects via placement of children with special needs in care homes, where adequate development support was provided. However, it can’t be said, that Russian society has already reached the social model that assumes elimination of any barriers for persons with HIA in all public spheres.

Inclusive education in Russia has been legislated for about four years, a legal basis has been created and joint education is already being implemented by schools. The data of the nationwide monitoring of the activities of special educational institutions make it possible to see the gap between the declared guarantees and the assessment of their implementation in reality.Thus, it can be said, that unlike western societies, the initiative to reform the educational system for inclusion needs in Russia comes rather not "from below" - from the society, but "from above" - from the state level.

In the struggle for granting equal opportunities for disabled people, Russian society faces the problem, when the realization of the rights of any people turns just into declaration until there are corresponding guarantees (economic, legal, social, etc.). In this case, inequality is observed between the realization of the rights of people of various needy social groups and the equality of the declared rights, all these create the antinomies, that are given in the article
(on the example of the rights of people with HIA).

Keywords:

Inclusive education, inclusive models, antinomies of realization of equal opportunities, accessible environment, disabled children, persons with HIA.