Abstract:

The article presents a critical analysis of the state of inclusive education and the strategies for its development in Russia and abroad. The comparative analysis revealed and rationalized general variants for implementing inclusive education. Their effectiveness in the countries with long-term practice of introducing inclusion is determined by their positive impact on each participant in the educational process and the achievement of stable progress, which is of a great academic, research and practice importance for the countries that have only recently started implementing it. To identify features, dynamics and inconsistencies in the development of inclusive education in Russia and abroad, we resorted to the following methods: study and comparative analysis of foreign and Russian psycho-pedagogical, historical and literature sources; video and Internet websites; analysis, systematization and generalization of theoretical and empirical material on the problem of inclusive material in Russian and foreign languages; interviews with foreign and domestic scholars and teachers; interviews with parents; questioning with teachers. The result of the research showed that in the modern world of pedagogical science there are common directions in solving practical issues of inclusive education, aimed at improving the quality of the process of including all children in general education schools and improving their educational results.

Keywords:

Education, student, inclusive education, strategy, tendency, development.