Abstract:

The issue of legal regulation of inclusion within the Institute of education, including at the level of Russia's federal constituent entities, is an important and relevant research problem. This makes it possible to determine the legal possibilities for developing regional organizational models of inclusive education, taking into account regional features of the educational infrastructure, and existing inclusive practices.

Research methods:
This study uses a comparative legal approach, according to which federal and regional legislation governing inclusive education is analyzed. The chosen methodological approach allows us to identify the correlation between the norms of international law and the legislation of the Russian Federation in terms of implementing in the latter the principles of inclusive education, enshrined in international legal acts. Federal legislation was evaluated in terms of incorporation of international law. The inclusive education concept presented in federal laws was compared with the international understanding of educational inclusion. Regional legislation and regional strategies for the development and implementation of inclusive education were analyzed for clarification, specificity of the features of organizing an inclusive educational process.

Research results and discussion:
The analysis shows the origins of the Russian concept of inclusive education as a result of the "incorporation" of international law into national legislation. It has been demonstrated a broader understanding of educational inclusion in international human rights standards in comparison with Federal and regional legislation, and the differences in the legal support of the inclusive education component that contributes to the socialization of a child with disabilities were justified. Regulation of special conditions provided to students with disabilities is shown at the level of federal and regional legal norms.
The regional aspect of legal regulation is presented through a combination of the establishment of norms and prescriptions and policy strategies of Russia's federal constituent entities, formed under the influence of not only state entities, but also non-profit organizations specializing in helping children with disabilities, and the parent community.

Conclusion:
Comparative analysis of legislation governing relations in the field of inclusive education shows that the "incorporation" of international law into national legislation allows for a new regulation of legal relations in this area. The practice of organizing inclusive education in mass schools follows the rule of law in the way of organizing equal access to education for every student, prevents discrimination. However, segregated education continues to exist in the Russian education system, involving separate classes, educational institutions that implement adapted programs, and not social inclusion with the possibility of full inclusion in society, the acceptance of children with disabilities by society. There is a regulation of special conditions provided to students with disabilities at the level of federal and regional legal norms. The combination of legislative and public initiative contributes to the formation of inclusive education in Russian regions. However, in our opinion, the implementation of inclusion is hindered by certain problems, the solution of which requires, among other things, legal regulation.

Keywords:

Law, legal regulation, educational inclusion, inclusive education, resource center, social integration.