Inclusion Problems in the Russian General Education System

Dados Bibliográficos

ID22201645
AutoresТ С Соловьева (0000-0003-1770-7566, Russian Academy of Sciences), Veronika A Sokolova (0000-0002-8309-9581, Vologda State University)
Ano2023
Volume7
Fascículo3
Páginas82-102
Data de publicação2023-10-06
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoChanging Societies and Personalities (JOURNAL)
Identificadores do periódicoISSN: 2587-6104 • E-ISSN: 2587-8964
EditoraUral Federal University (PUBLISHER • RU)
DOI10.15826/csp.2023.7.3.242
OpenAlexW4388832231
IdiomaEN
Referências citadas23

The research examines the problem of implementing the principle of inclusion in the Russian education system as contributing to the development of inclusive society. The system and actor approaches were used to consider educational inclusion from the perspective of a wide range of actors. The study analyzes the main indicators characterizing the state and development of an inclusive education system taking into account certain barriers to its development. The main problems of implementing educational inclusion into the Russian system of general education are investigated. These include the definition of the object of inclusion, staffing, physical accessibility of educational institutions, adaptation of educational programs, funding, and willingness of different actors of the educational process to inclusion. The main positive changes and difficulties that arise during the implementation of inclusion in the Russian general education system are outlined. Key measures that should be taken to lift existing barriers and promote inclusion are proposed

Pedagogy · Political science · Social science · Sociology · Staffing · Computer Science · Educational Innovations and Challenges · Law · Psychology of Development and Education · Sociopolitical Dynamics in Russia