Abstract:

The article is devoted to the implementation of inclusive education in the Russian higher school. It is presented that reforming of Russian education is readily bound to introduce and realize educational programs for an inclusive form, however is problematic. The reasons of development of an inclusive form of education in Russia are analyzed. The first reason consists in social policy of the state in education of disabled people is focused on ideas of the world community and the national doctrine of formation of the Russian Federation which proclaim the principle of equal opportunities of education for all. The second reason is in the number of the people having restrictions of physical health on the reasons of deterioration in the financial position, ecology, wars and the conflicts, significantly does not change that demands padding initiatives for creation of conditions of their education. The third reason consists in poor development of a state policy in the field of regulation of professional education of the physically disabled person. It is shown that inclusive education develops in connection with various options of professional self-determination which relies on development of idea of equal opportunities of the person in the course of professional realization. In this article special attention to a new course of policy in the field of inclusive education in the Russian Federation is paid. During the Soviet and Post-Soviet periods higher education for people with disabilities and physically disabled people had no extensive network. At the beginning of the 90th of the XX century social and economic transformation of society resulted in need of reforming of higher education of disabled people as Basic Element of social security of this group of persons by increase of their competitiveness in labor market. The modern federal laws in which uniform approach to social and educational policy – recognition and exercise of the right for education, work, social protection and rehabilitation is realized are analyzed. According to federal laws the system of Russian education has to function not only as educational, but also as social and rehabilitation institute that is problematic for exercise in practice. One of tasks of the higher school is creation and development of sociocultural infrastructure in educational institution in interrelation with institutes of employment, health care, culture and rest. In the submitted article it is shown that the Russian policy passed a way from segregation to expansion of access to education, widening participation, integration, a meynstriming, inclusion in the field of education of physically disabled people owing to what first of all the organizational design of the social sphere changed. Example of it are the educational and research and methodical centers of professional rehabilitation of persons with disability, for example, in Bauman Moscow State Technical University. The purpose of establishing these centers is to provide opportunities for higher education in a wide range of areas and specialisations of University studies in accordance with individual rehabilitation program. In this article becomes conclusions that there is a deinstitutionalization of the closed establishments, development of the integrated education is bound to coeducation of people with routine process and people with special needs, and also with increase in access for physically disabled people to the sphere of employment.

Keywords:

Higher education, inclusive education, people with disabilities.