State policy in the field of inclusive education. Abstract inclusive education

LVII International Scientific and Practical Conference "Topical Issues of Social Sciences: Sociology, Political Science, Philosophy, History" (Russia, Novosibirsk, January 25, 2016)

Output data of the collection:

"Topical issues of social sciences: sociology, political science, philosophy, history": a collection of articles based on the materials of the LVII international scientific and practical conference. (January 25, 2016)

SOCIAL POLICY OF THE STATE: ON THE ISSUE OF INCLUSIVE EDUCATION IN RUSSIA

Korotkova Maria Nikolaevna

Cand. polit. sciences,

Assoc. Perm State Medical University named after ac. E.A. Wagner,

RF, Perm

E- mail: korotkova _ mariya @ mail . ru

Potapova Irina Alexandrovna

student of the Perm State Medical University. ac. E. A. Wagner,

RF, G. Permian

Email :

SOCIAL POLICY: ON THE INCLUSIVE EDUCATION IN RUSSIA

Mariya Korotkova

candidate of political sciences, assistant professor

Perm State Medical University

Russia, Perm

Irina Potapova

student Perm State Medical University of a name of the academician E.A. Wagner,

Russia, Perm

ANNOTATION

The authors of the article summarize the results of the research carried out on the basis of a rehabilitation center for children and adolescents with disabilities: find out the attitude of respondents to inclusive education in Russia; note differences in the perception of inclusion by specialists and parents.

ABSTRACT

The authors summarize the results of the survey, which was conducted on the basis of a rehabilitation center for children and adolescents with disabilities: find out respondents "attitudes towards inclusive education in Russia; note the differences in the perception of inclusion specialists and parents.

Keywords: Social policy of the state, health care, inclusive education, children with disabilities, sociological survey.

Keywords: Social policy, health care, inclusive education, children with disabilities, a sociological survey.

According to the Federal Law "On education in Russian Federation"State policy and legal regulation of relations in the field of education are based on a number of principles, one of which is" ensuring the right of every person to education. " For persons with disabilities, special conditions are created, "including through the organization of inclusive education." The latter "implies ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities." The legal foundations of inclusive education in Russia were laid in 2010-2012 in the Federal Law “On Education in the Russian Federation”, the National Strategy for Action in the Interests of Children for 2012-2017, the National Educational Initiative “Our new school", The state program" Accessible Environment "for 2011-2015.

From the point of view of the Chairman of the Federation Council of the Russian Federation V. Matvienko, inclusive education today is a way of “social injustice against children with disabilities in physical and mental health. For decades, such children in all countries of the world were limited in the possibilities of their socialization, the formation of themselves as a person capable of sufficiently actively participating in the life of society, realizing themselves in it. And these restrictions were laid already at the stage of receiving education, since access to ordinary general education schools for such children was actually closed. " Russian society, however, is not so optimistic about the prospects for inclusive education. According to a large-scale sociological survey conducted by the FOM in 2012, every third resident of the country opposed inclusion, that is, joint education of healthy children and children with disabilities.

Such polls, as a rule, take into account the opinion of only one side. By default, inclusion is presented as an indisputable benefit for children with disabilities, and accordingly implies the unconditional acceptance of this policy by both children and their parents. But is it really so? In 2015, the Department of History of the Fatherland, History of Medicine, Political Science and Sociology of the Perm State Medical University named after Academician E.A. Wagner of the Ministry of Health of Russia was the organizer of the survey, which was conducted on the basis of the budgetary institution of the Khanty-Mansiysk autonomous region- Ugra "Rehabilitation center for children and adolescents with disabilities" Anastasia ", Langepas". 50 people took part in the survey: specialists of the center and parents of children with disabilities (table 1, table 2).

Table 1.

Parents (number of people)

Education

activities

Age

Unfinished higher

Specialized secondary

Lower secondary

Servant

Home owner

Table 2.

Specialists (number of people)

First, it should be noted high degree awareness of respondents in inclusion. Secondly, the almost unconditional greeting by the parents of inclusion in Russia.

For parents, the most important aspect of inclusion is the ability to socialize their children: communication with peers - 78%; development of adaptive skills - 68%; independence, self-determination - 54%; participation in conferences, Olympiads and other school-wide events along with other children - 42%.

Joint education, from the point of view of parents, will allow their children to get rid of the feeling of "inferiority", isolation - 48%. It will also contribute to the education of "tolerance, kindness, responsibility" - 100%; development of a humane attitude of healthy children towards children with disabilities - 58%.

Almost every second parent thinks that inclusion will lead to an increase in the level of education - 48%. However, the "comfort" of joint learning is questionable. And although parents are sure that “healthy children are obliged to adequately respond to children with disabilities”, many of them are afraid to face “negative attitude of classmates and their parents” during the adaptation period - 48%. The solution to this issue, from the point of view of parents, will depend "on the upbringing of [healthy] children and the attitude of the class teacher." And the upbringing of children, in turn, comes from conducting a special course that precedes joint education.

It must be said that experts are more critical in relation to many issues. For example, only 44% of respondents support inclusion. They are also skeptical about raising the level of education - 33%.

And if parents are more worried about a possible negative attitude towards their children on the part of future classmates, then the arguments "against" inclusion on the part of specialists, as a rule, boil down to practical aspects, for example, the absence or insufficiency of comfortable material conditions (ramps, specially equipped educational places, etc. etc.) - 85%.

Almost every second specialist worries about the educational and methodological aspects of joint learning: formal completion of the program for the "troika", difficulties in combining programs for healthy children and children with disabilities, lack of flexibility in educational standards, the need to take the exam, the teacher's "emphasis" on the average student in the classroom (this especially worries young professionals - 100%).

Both parents and specialists are almost equally worried about the absence of an individual tutor (or defectologist, or mentor) with a special education - 54%. For our part, we can say that the lack of qualified personnel is also recognized by the official authorities.

For the preservation of the multivariance of education ( parallel existence correctional and ordinary schools) is the majority of respondents - 76%. This is not surprising, because a regular school can only accept "educated and socialized" children. In cases of severe disability, the existence of correctional schools is vital, which, unfortunately, is not understood by all local officials.

And finally, about the most important thing. Only 12% of respondents are not satisfied with the state policy in this area, which allows us to speak of a neutral-positive reaction of parents and specialists in general.

Summing up the article, the following points should be noted. First, attitudes toward inclusion, as a rule, rarely depend on the education, age, or occupation of the parents; positions and qualifications of specialists. Secondly, there is a significant difference in the perception of inclusion by specialists and parents: specialists are more critical. This fact can be explained by the fact that parents think in terms of the future, assessing mainly the prospects for inclusion. Experts live in the present, pointing out the flaws of the practical implementation of inclusion in Russia today.

Bibliography:

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4. Matvienko V. School of Equal Opportunities // Rossiyskaya Gazeta [site]. URL: http://www.rg.ru/2014/08/14/invalidy.html (Date of treatment: 27.07.2015).
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6. Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" // ATP ConsultantPlus.

Inclusive education is part of the state educational policy of the Russian Federation

• "The main task is, within the framework of the modernization of Russian education as a whole, to create an educational environment that ensures the availability of high-quality education for all, without exception, people with disabilities and people with disabilities, taking into account the peculiarities of their psychophysical development and state of health."

• YES. Medvedev

Contains:

• Contains:

• appeal to all governments: adopt the principle of inclusive education in the form of law or political declaration

• appeal to the international community:

• endorse an inclusive school approach

• On December 13, 2006, the UN General Assembly approved by consensus a document aimed at protecting and promoting the rights and dignity of people with disabilities

• Entered into force on May 3, 2008.

• By 2011, 147 UN member states had signed

• By 2011, 99 states have ratified the document

• RF signed the Convention on September 24, 2008, ratification - July 2013.

• The result of the historical development of international law in the field of education is recorded: from 1948 to 2006: from the statement in the Universal Declaration on the Right of Everyone to Education - to the obligations of states, UN members to realize this right through inclusive education

• Article 24 "Education"

• fixed the concept 'Inclusive education' and the obligations of the participating States provide "Inclusive education at all levels and education throughout life"

The guarantees of the rights of children with disabilities to receive education in the Russian Federation are enshrined in:

• in the Constitution of the Russian Federation,

• In the Law of the Russian Federation of 10.07.1992 No. 3266 "On Education",

• as well as in Federal laws:

• from 22.08.1996 No. 125-FZ "On higher and postgraduate professional education";

• from 24.11.1995 No. 181-FZ "On social protection of disabled people in the Russian Federation";

• from 24.06.1999 No. 120-FZ "On the foundations of the system for the prevention of neglect and juvenile delinquency";

• from 24.07.1998 No. 124-FZ "On the basic guarantees of the rights of the child in the Russian Federation";

• dated 06.10.1999 No. 184-FZ "On the general principles of the organization of legislative (representative) and executive bodies of state power of the constituent entities of the Russian Federation";

• dated 06.10.2003 No. 131-FZ "On the general principles of organizing local self-government in the Russian Federation."

1. Citizens of the Russian Federation are guaranteed the opportunity to receive education regardless of gender, race, nationality, language, origin, place of residence, attitude to religion, beliefs, membership of public organizations (associations), age, health status, social, property and official status, having a criminal record.

• 2. The state guarantees to citizens the accessibility and free of charge of preschool, primary general, basic general, secondary (complete) general education

• 3. The state creates for citizens with disabilities, that is, those with disabilities in physical and (or) mental development (hereinafter referred to as those with disabilities), conditions for their education, correction of developmental disorders and social adaptation based on special pedagogical approaches.

• The Law of the Russian Federation "On Education"

• Article 5.

»:

• 1992 - Law of the Russian Federation "On Education»:

• Art. 52, paragraph 1, the parents are assigned "the right to choose the forms of obtaining education, educational institutions"

• Article 50, paragraph 10 states that referral to special (correctional) institutions is carried out "only with the consent of the parents (legal representatives) of the child"

• 2008 (18.04) Methodical recommendations of the RF Ministry of Defense:"The current legislation now allows organizing the education and upbringing of children with disabilities in ordinary educational institutions that are not correctional in the same class as children without developmental disabilities"

• 2010 - The State Duma began practical work to amend Russian legislation in order to bring it in line with The Convention on the Rights of Persons with Disabilities - in preparation for the ratification of the instrument

• The dates for the adoption of the necessary changes in a number of Federal Laws of the Russian Federation have been established - July 1, 2013.

• Children learn and are brought up together (not next to!) in a regular school and kindergarten

• Ordinary kindergartens and schools are changing.

• Specialists help children.

• Focus on the capabilities and strengths of the child.

• Everyone perceives human differences as ordinary.

• Children get the opportunity to live with their parents.

• Children receive a complete and effective education in order to live a fulfilling life.

Every child has the right to education.

• Every child has the right to education.

• All children can learn.

• Every child may face educational difficulties in certain areas or at certain times.

• Every child needs help with the learning process.

• School, family and community are responsible for education.

• The differences are natural, are valuable and enrich society.

• Discrimination must be criticized. People should live in a tolerant society.

• Educators need in constant support.

• Education begins in early childhood and continues throughout life.

The population increases

• The population increases a group of children with an unfavorable, problematic course of mental development in ontogenesis.

• Increases dramatically and even quantitatively a group of children predominates, attributed by neuropsychological indicators to borderline between norm and pathology (clinical disorders, borderline states, subnormal developmental options).

• In the group of children with disabilities, up to 22.5% of children with general mental underdevelopment (MA), up to 26.5% of children with psychopathy.

• Is increasing category of children with different types of giftedness

• 50 to 55% of preschoolers in large cities have IQs of 115 and above

• Based on materials by D.I. Feldstein,

• VP No. 3, 2010

• What barriers in consciousness should be overcome?

• What barriers in relation to children with disabilities are still persistent?

• What barriers exist for a child in the educational environment: social, psychological, spatial, cognitive?

:

• In an ordinary educational institution (preschool educational institution):

• in an ordinary group;

• in the correctional group;

• In a specialized educational institution(Preschool educational institution of compensating and combined type)

• At home

New value system

• New value system (personality, individuality, development, socialization)

• Special training of teachers and the whole team (training, retraining, advanced training and skills)

• Special MTB, NPB, PMB (accessible environment, IEP, didactic tools)

• Teamwork of specialists (educators, doctor, psychologist, speech therapist)

• Reliable PPMS tracking system teachers, parents, children

An inclusive school and kindergarten is ...

• Inclusive culture(system of values ​​and relationships)

• Inclusive policy(system of internal laws and bodies providing them)

• Inclusive practice(adequate inclusion forms, technologies, methods, PPMS assistance, special means)

Inclusive education

in the context of modern social policy.

Over the past decades in Russia, there has been a significant change in the attitude of society towards persons with disabilities of mental and physical health, towards assessing the capabilities of children with special educational needs. Society is increasingly realizing that psychophysical disorders do not deprive the human individual of the ability to feel, experience, and acquire social experience. Finally, the understanding came that for each child it is necessary to create such conditions that would take into account his individual abilities and educational needs, despite the existing violation, and would not proceed from what the child cannot because of his defect. Understanding the potential of people with disabilities initiated the emergence of various models of their inclusion in the normal life of society (correctional classes of general education schools, home (home) education, distance learning).

Correctional classes general education schools is a form of education differentiation, which allows solving the problems of timely active assistance to children with disabilities. A positive factor in this case is the ability of children with disabilities to participate in many school activities on an equal basis with their peers from other classes, as well as to study close to home and be raised in a family.

Home (home) education- the option of teaching disabled children, in which the teachers of the educational institution visit the child in an organized manner and conduct classes with him at his place of residence. In this case, as a rule, training is carried out by the teachers of the nearest educational institution, but in Russia there are also specialized schools for home-based education of children with disabilities. Homeschooling can be conducted according to a general or auxiliary program, built taking into account the capabilities of the student. Upon graduation, the child is issued a school leaving certificate. general sample with an indication of the program for which he was trained.

Distance learning - a set of educational services provided to children with disabilities using a specialized information and educational environment based on means of exchange of educational information at a distance (satellite TV, radio, computer communications, etc.). To implement distance learning multimedia equipment is needed, with the help of which the child will be kept in touch with the distance learning center. Today in Russia there are more than 2 million children with disabilities (8% of the entire child population), of which about 700 thousand are children with disabilities. There is an annual increase in the number of this category of children. At the same time, about 90 thousand children have physical disabilities, which complicates their movement in space and access to social and educational resources. The process of social integration of children with disabilities is ensured not only by creating technical conditions for the unhindered access of children with disabilities to educational institutions, but also by building educational process with the obligatory consideration of the psychophysical capabilities of such children.The legislation of the Russian Federation in the field of education, in accordance with international standards, provides for guarantees of equal rights to education for persons with disabilities and persons with disabilities. Currently, in Russia, three approaches are simultaneously applied in teaching children with special educational needs.Differentiated learning children with impaired speech, hearing, vision, musculoskeletal system, intellect, with mental retardation in special (correctional) institutions of I – VIII types.Integrated Learning children in special classes (groups) in educational institutions.Inclusive learning when children with special educational needs are taught in the classroom with regular children. Today, the education system for children with special educational needs is on the verge of inevitable changes. In reality, for the second decade in Russia, educational integration has been implemented mainly by the methodextrapolations , i.e. experienced transfer and adaptation to domestic conditions, modification of some well-developed and positively proven abroad, forms of educational integration. At the same time, at present, the organization of their education and upbringing in ordinary preschool, general education and other educational institutions, together with other children, is considered as a priority direction in the development of the education system for children with disabilities. Implementation in Russiainclusive education raises for our country the question of the need to change the methodology for introducing integration innovations into the education system.Inclusive education is a specially organized educational process that provides a child with disabilities with education among peers in educational institution on federal state standards taking into account his special educational needs. Limitations in life and social insufficiency of a child with disabilities are directly related not so much to the primary biological disadvantage as to his social limitations. Deviations in the development of the child lead to his dropping out of the socially and culturally determined educational space, the child's connection with society and culture as a source of development is disrupted. Inclusive education provides an opportunity for children with disabilities to overcome social, biological, psychological barriers on the way to obtaining an education that meets their needs and makes full use of development opportunities. At the same time, the most important feature of inclusive education is taking into account the special specific educational needs of these children. Only by satisfying the special educational needs of a child with disabilities can the path to general education be opened for him.The most important place in an inclusive school is given to psychologicalpedagogical support educational process. Inclusive education is based on an ideology that excludes any discrimination against children, ensures equal treatment of all people, but creates special conditions for children with special educational needs. Inclusive education is a process of development of general education, which implies the availability of education for all, in terms of adaptation to the different needs of all children, which ensuresaccess to education for children with special needs... The main idea of ​​inclusion is to educate children with disabilitieshealth opportunities not in individual specializedinstitutions, and in ordinary general education schools. European countries have been working on socialization programs for a long timedisabled children. For example, one of the types of inclusive education"Mainstream". It involves communication of children with disabilities with other children during the holidays and during the holidays.. Collaborative (inclusive) learning recognized by the entire world community as the most humane and most effective.The direction of the development of inclusive education is also becoming one of the main in Russian educational policy.The provisions on inclusive education are enshrined in Russianstate documents (National Doctrine of EducationRussian Federation until 2025, Concept of modernization of Russian education for the perioduntil 2010, etc.).

Inclusive education- this is a process of education and upbringing in which all children, regardless of their physical, mental, intellectual and other characteristics, are included in the general education system and study at the place of residence together with their peers without disabilities in the same general education schools, which take into account their special educational needs and provide the necessary special support. Inclusive teaching of children with special needs together with their peers is teaching different children in the same class, and not in a specially selected group (class) at a general education school. The inclusive education system includes schools secondary, professional and higher education... Its goal is to create a barrier-free environment in the education and training of people with disabilities. This set of measures implies both technical equipment of educational institutions and the development of special training courses for teachers and other students aimed at developing their interaction with people with disabilities. In addition, special programs are needed to facilitate the adaptation of children with disabilities in an educational institution. National educational initiative " Our new school»Has identified one of its priorities to ensure the successful socialization of children with disabilities in any school. This formulation of the problem entails the need for structural, functional, substantive and technological modernization. educational system.

Current Russian legislation in the field of inclusive education. Today, inclusive education on the territory of the Russian Federation is regulated by the Constitution of the Russian Federation, federal law"On Education", the federal law "On social protection of disabled people in the Russian Federation", as well as the Convention on the Rights of the Child and Protocol No. 1 of the European Convention for the Protection of Human Rights and Fundamental Freedoms. In 2008, Russia signed the UN Convention on the Rights of Persons with Disabilities. Article twenty-four of the Convention states that in order to realize the right to education, States parties must ensure inclusive education at all levels and lifelong learning. An important task is to create conditions in educational institutions for the unimpeded access of people with disabilities. To solve it, the Ministry of Health and Social Development of Russia has developed a draft concept of the federal target program "Accessible Environment" for 2011-2015. The concept of "Accessible environment" includes not only the adaptation of the physical environment, but also the training of teachers, changing the system of providing individual and additional support, providing students with the opportunity to study according to individual curricula, changing the principles and procedures for assessing and certifying students studying according to such plans.

How does inclusion differ from integration?

Inclusion means the full inclusion of children with different abilities in all aspects of school life. The main difference is that integration has external sources. Integration programs aim to involve children with different abilities in the already established school life and the school structure.

The goal of these integration programs is to “normalize,” or help children to fit into an already existing learning model. Inclusion differs from integration in that from the very beginning it considers all children, without exception, to be part of the general education system. Thus, for children with disabilities there is no need for any special adaptation, since they are part of the school system... Inclusive education is a specially organized educational process that provides a child with disabilities with education among peers in a general education institution in accordance with federal state standards, taking into account his special educational needs. Limitations in life and social insufficiency of a child with disabilities are directly related not so much to the primary biological disadvantage as to his social limitations. Deviations in the development of the child lead to his dropping out of the socially and culturally determined educational space, the child's connection with society and culture as a source of development is disrupted. Inclusive education provides an opportunity for children with disabilities to overcome social, biological, psychological barriers on the way to obtaining an education that meets their needs and makes full use of development opportunities. The national educational initiative "Our New School" has identified one of its priorities to ensure the successful socialization of children with disabilities in any school. This formulation of the problem entails the need for structural, functional, content and technological modernization of the educational system. The development of integrated education should be considered as one of the most important and promising areas for improving the education system for children with disabilities.

Organization of education for children with disabilities in educational institutions general type, located, as a rule, at the place of residence of the child and his parents, allows you to avoid placing children for a long time in a boarding institution, to create conditions for their living and upbringing in a family, to ensure their constant communication with normally developing children and, thus, contributes to effective solving the problems of their social adaptation and integration into society.

At this stage, the biggest challenges to promoting inclusive education remain:

Lack of focus of general education standards on teaching children with special educational needs;

Lack of consideration of different levels of needs and needs of children, depending on the degree of disabilities to create an accessible environment and support services when organizing targeted funding.

In Adygea, every 8th resident is disabled (in the Russian Federation - every 12th). In total, 37435 disabled people live in the republic, of which 1397 are children, 1134 are war invalids and invalids due to military trauma, more than 1200 are visually impaired, 590 are invalids with complete hearing loss.

In Adygea, conditions have not been fully created for social adaptation and integration into society of visually impaired, disabled people with pathology of the musculoskeletal system and hearing, as well as for the availability of priority facilities and services in priority spheres of life of disabled people.

“The share of priority social infrastructure facilities accessible to persons with disabilities and other low-mobility groups of the population in the total number of priority facilities, according to industry departments, is about 16%, ”the press service of the Ministry of Labor and Social Development of Adygea noted. - people with disabilities, creating equal opportunities for them in various spheres of activity in the republic, a long-term target program of the Republic of Adygea “Accessible Environment” for 2013-2015 has been adopted. During this time, almost 111 million rubles will be allocated to create an accessible environment in Adygea. Of these, more than 58 million rubles will be allocated from the republican budget and more than 52 million rubles - from the federal budget. Children with disabilities, in a certain sense, are in a world somewhat “torn off” or alienated from the main collective. Many children with developmental disabilities, despite the efforts made by the family, specialists, society for the purpose of their education and upbringing, as adults, still turn out to be unprepared for inclusion in socio-economic life. Therefore, it is successful to "include" them in society, to give society a full-fledged member, and inclusive education is called upon (from the English Inclusion - inclusion). After all, the basis of the idea of ​​"inclusion" is the education of children with special needs not in separate specialized institutions, but in ordinary ones, where all students study. This approach involves all children in the natural life of the collective, erases boundaries in normal relationships and excludes or, according to at least, greatly reduces the mistakes of the formation of the personality of the future adult.

So, inclusive education is an organization of the learning process in which all children, regardless of their physical, mental, intellectual, cultural, ethnic, linguistic and other characteristics, are included in the general education system and study at the place of residence together with their peers without disabilities in the same the same general education schools, in such general schools that take into account their special educational needs and provide their students with the necessary special support.

If we cannot do away with our differences now, we can at least make the world a safe place for diversity.

John Fitzgerald Kennedy

1

The main directions of state policy in the field of special education are: informatization of the systems of general and special education; improving the quality of diagnostics in order to adequately determine the forms of education; providing with special educational conditions; creation of conditions for interaction of organizations of general and special education, implementing inclusive approaches; improving the system of additional vocational education specialists working with children with disabilities; creating conditions for the development of graduates for independent living and professional self-determination; creation of conditions for participation in the special educational process of parents or persons replacing them; formation of a positive attitude of society towards children with disabilities, in accordance with the UN Convention on the Rights of Persons with Disabilities; designing an education system for students with disabilities or disabilities; creation of an all-Russian public association of specialists teaching children with disabilities (Association of Defectologists).

children with disabilities

teacher-defectologist

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15. Yakovleva I.M. Preparation of teachers to work with children with disabilities / I.M. Yakovleva. - M .: Sputnik +, 2012 .-- 133 p.

Throughout the history of mankind, children with disabilities (HH) have always attracted special attention. In those moments when the state stopped providing them with assistance, they became a serious threat to the preservation of society: they joined the ranks of asocial and criminal structures, wandered, engaged in begging, theft, robbery, and murder. During historical development there were various ideas about human inferiority, depending on the requirements of production, economic, political conditions, religious, legal views, the level of development of general education, medicine, culture. During the existence of primitive tools of labor, people with deviations were recognized only by those who had gross flaws that prevented them from getting food with the help of elementary devices. V modern society even minor forms of impairment of mental or physical qualities can significantly limit the formation of professional qualifications and mastery of the level of education that allows one to navigate in the surrounding world.

Teaching and raising children with disabilities is a relatively young branch of pedagogical science, which arose not much more than 200 years ago. During this period, mankind has managed to achieve significant results in the process of socialization of the least prepared for independent life children. All this time, scientific discussions about which children should be considered special, in need of special educational conditions, in what form assistance should be provided to them, what are the content, goals and objectives of the process of education and upbringing, did not subside.

The main directions of state policy in the field of special (correctional) education in Russia are: informatization of decision-making processes in the field of improving the systems of general and special education; improving the quality of the functioning of the psychological, medical and pedagogical commissions (PMPC) in order to adequately determine the forms of education and the correct staffing of educational institutions of all types; provision of special conditions for disabled children and students with disabilities (HH) of all categories for them to receive quality education; creating conditions for interaction between educational organizations of general and special education, implementing inclusive approaches to teaching children with disabilities; creation of legal and organizational conditions for successful interaction of educational organizations of general and special education, PMPK, PPMSC; improving the system of additional professional education for specialists working with disabled children and children with disabilities, as well as improving the qualifications of the teaching staff of special (defectological) faculties of higher education organizations; creating conditions for the development of a system of training disabled adolescents and adolescents with disabilities for independent living and professional self-determination; creation of conditions for participation in the special educational process of parents or persons replacing them; formation of a positive attitude of society towards children with disabilities and children with disabilities, in accordance with the UN Convention on the Rights of Persons with Disabilities; designing the components of the system of general and special education for students with disabilities or disabilities that meet the modern needs of society; creation of an all-Russian public association of specialists teaching children with disabilities (Association of Defectologists).

Informatization of decision-making processes in the field of improving the systems of general and special education involves the creation of an information database: about children with disabilities, children with disabilities; on the system of state and non-state organizations providing comprehensive assistance to children with disabilities and / or children with disabilities; on the system of training and retraining of specialists providing comprehensive assistance to children with disabilities and / or children with disabilities; as well as the creation of a unified information network for educational authorities in order to coordinate activities in the field of making operational management decisions.

Improving the quality of the functioning of the psychological, medical and pedagogical commissions (PMPK) in order to adequately determine the forms of education and the correct staffing of educational institutions of all types provides for the examination and modernization of existing diagnostic technologies and techniques for use in the PMPK conditions, their licensing; creation of a licensed Federal Databank on diagnostic tools; improvement of regulatory documents governing the activities of the PMPK and the provision of all PMPK with adequate regulatory and legal documentation; study in the system of vocational education, training and retraining of certified and licensed sets diagnostic tools, methods of its application.

Provision of special conditions for children with disabilities and students with disabilities of all categories for their receipt of high-quality education is carried out in the course of the development and approval of all types of normative and educational-methodological documentation in order to improve the quality of the activities of educational organizations of general and special education, to regulate the ratio of traditional and innovative approaches; the organization of the Federal database on scientific, educational and methodological literature, technical teaching aids and products for the comprehensive rehabilitation of disabled children and / or children with disabilities, social adaptation by means of education; completing all educational organizations with the required number of approved textbooks and educational and didactic material for students; identifying the needs of various subjects of the Russian Federation in educational literature in order to create long-term plan book publishing activities for the system of general and special education; supplying all educational organizations with educational and methodological literature; identifying the needs of various subjects of the Russian Federation in educational and methodological literature in order to plan a reprint and before publishing educational and methodological literature for the system of general and special education; the introduction of innovative methods, techniques and teaching aids, taking into account the variability of the forms of organization, within the framework of the existing educational content of educational organizations of general and special education; the supply of material and technical means of educational organizations of general and special education (with the involvement of budgetary and non-budgetary funding sources); identifying the needs of various subjects of the Russian Federation in the material and technical support of educational institutions of general and special education in order to plan a phased re-equipment and additional equipment of the system of general and special education with modern technical teaching aids.

The creation of conditions for the interaction of educational organizations of general and special education, implementing inclusive approaches to teaching children with disabilities, determines the need to accumulate an information database on productive pedagogical experience, theoretical and methodological approaches, methodological developments and positive results in the field of inclusive education for children with disabilities and children. with disabilities; providing specialists of educational organizations of general and special education, parents with information on effective forms and models of inclusive education for children with disabilities and children with disabilities, requirements for inclusive education, problems and achievements of inclusive education; development of new functionality of special (correctional) general education schools and organizations of preschool education of a compensating type, as resource centers inclusive learning; organizing a system of interdepartmental interaction in discussing the conditions, models of the prospects for inclusive education, predicted results and possible problems (all-Russian conferences, round tables, media coverage); disseminating successful models of inclusive education throughout the country.

The creation of legal and organizational conditions for the successful interaction of educational institutions of general and special education, PMPK, PPMSC provides for the improvement of the domestic legislative and regulatory framework that meets the modern needs of society, socio-cultural and economic conditions.

Improving the system of additional professional education for specialists working with disabled children and children with disabilities, as well as improving the qualifications of the teaching staff of special (defectological) faculties of higher education organizations implies determining the needs of educational organizations of general and special education in professionally trained personnel of various profiles; development and implementation of programs of additional professional education for the system of general and special education, PMPK, PPMSC (taking into account federal and regional requirements for the level of competence of training specialists); examination and licensing of educational programs for vocational training and retraining of educational institutions of higher and additional vocational education, capable of training and retraining personnel in accordance with the requests of employers; implementation of advanced training and professional retraining programs with a subsequent assessment of their effectiveness in the conditions of educational institutions of general and special education; development and implementation of programs of additional professional education using distance technologies.

Creation of conditions for the development of a system of training disabled adolescents and adolescents with disabilities for independent living and professional self-determination: development of tools for assessing the level of success in the formation of life competencies (self-service skills, spatial and temporal orientation; social, household, socio-cultural and social-labor adaptability ; communicative activity(including alternative communication), self-awareness and self-regulation of behavior in society; the volume of the horizons of life; readiness for life and professional self-determination; social mobility); the formation of sustainable motivation to participate in socially useful work, employment in accordance with psychophysical capabilities, the formation of interest in familiarization with the characteristics of various types of labor and professions; fostering a positive attitude to work; development of motivation and personal determination to master a certain type of work, profession in accordance with their own psychophysical capabilities, knowledge, skills and interests; the formation of a personal attitude towards the choice and implementation of a professional career; the formation of manual labor skills, general labor skills and abilities for certain types of labor, professions; mastering the elements of knowledge about the content and types of professional activity, the economy of modern production, forms of labor activity, remuneration; the formation of elementary theoretical and practical knowledge, initial pre-professional skills in mastering certain types (operations) of professional labor (profession); mastering a working profession (fully / partially in joint work with an accompanying person); training of workers of the first / second category from among persons with mild / moderate intellectual disabilities on the basis of vocational colleges and lyceums without obtaining secondary general and vocational education with a training period of 1-2 years; mastering a qualified profession; development of ideas about a professional career, obtaining a higher professional education; development of interpersonal interaction, various forms of communication with adults and peers in the process of work; shaping personality traits purposefulness, self-efficacy, confident behavior skills, business communication, time planning, active life position, team interaction skills; implementation of personal self-realization, achievement of financial independence, solution of creative goals and objectives; inclusion of persons with disabilities and disabilities in professional and socio-cultural life.

Creation of conditions for participation in the special educational process of parents or persons substituting for them provides for interaction with them as with equal participants in the educational process.

Formation of a positive attitude of society towards children with disabilities and children with disabilities, in accordance with the UN Convention on the Rights of Persons with Disabilities, determines the need to develop and implement national policy formation of a positive attitude of society towards children with disabilities and children with disabilities as full citizens of the country; creation of national media products for demonstration in the media in order to prevent and overcome the negative attitude of society towards children with disabilities and children with disabilities and to promote opportunities for cooperation and mutual understanding of children with normative development and their peers with disabilities and disabilities; formation of an adequate attitude towards people with disabilities and people with disabilities in the general school system of normatively developing children in the course of special courses.

Designing the components of the system of general and special education for students with disabilities or disabilities that meet the modern needs of society: creation of a state system for early detection and early psychological and pedagogical assistance in accompanying and overcoming developmental disorders as a structural element of the domestic education system; development of a system for early detection of children at risk on suspicion of possible developmental deviations at the place of residence and creation of a mechanism for timely comprehensive psychological, medical and pedagogical diagnostics; development and testing of a model of early differential psychological, medical and pedagogical diagnostics of impaired development in children of various categories to identify the potential of each child and create individual rehabilitation programs, starting from the first days of life; creation of a state system of early assistance in overcoming impaired development and a system of comprehensive psychological and pedagogical support for families with young children with impaired development; design of different age models of educational organizations for all categories of children; determination of models of interaction between organizations of general and special education at all levels; determination of the level of formation of professional competencies of specialists who take part in the process of teaching disabled children and students with disabilities; determination of the degree of participation of parents or persons substituting them in the system of general and special education; development of new educational content for persons with disabilities and / or disabilities of early, preschool, school age, vocational training and retraining.

Creation of an all-Russian public association of specialists teaching children with disabilities (Association of Defectologists), the tasks of which are: to promote the process of general access to education; promoting the prestige of professions in the defectology direction, educating defectologists in the spirit strict adherence norms of universal values, professional ethics, provisions of the law; assistance in creating conditions for active professional and social activities of its members; help strengthen legal basis the activities of defectologists, their social and legal protection; involvement of the wider defectological community in participation in humanitarian, legal and other projects and programs; development of diversified cooperation between defectologists, teachers, psychologists, medical workers, representatives of public associations of parents; promoting the strengthening of the link between defectological science, education and practice; assistance in solving socially significant problems, improving culture and education, ensuring the constitutional rights of citizens.

As conclusions it can be concluded that recently in Russia the issues of assistance to children with disabilities and / or disabilities are given priority. The positive transformations of the Russian system of special education are due to the following factors: improvement of state and public relations; socio-economic and technical advances in helping children with disabilities; improvement of legislation in the field of education; the progressive development of defectology as a science that combines the medical foundations of deviant development, special psychology and special pedagogy; international interaction.

Bibliographic reference

I.V. Evtushenko MAIN DIRECTIONS OF STATE POLICY IN THE FIELD OF SPECIAL (CORRECTIVE) EDUCATION // Modern problems of science and education. - 2017. - No. 5 .;
URL: http://science-education.ru/ru/article/view?id=26825 (date of access: 02/01/2020). We bring to your attention the journals published by the "Academy of Natural Sciences"

Inclusive education, the goal of which is to ensure equal rights and access to education for children with disabilities, is experiencing all the contradictory influences of the liberalization processes in the social sphere and in the field of education, as an integral part of it. The article analyzes the impact of liberalization processes on the development of inclusive education in countries with a liberal welfare model, as well as the development process of integrated education in Russia and the problems that exist on its way.

Introduction

Social development in many countries in recent decades is closely linked to the processes of liberalization of social policy and the provision of social rights. Inclusive education, aimed at expanding the accessibility of education for all groups of society, inevitably collides with the processes of liberalization in the education system as a whole. The contradictory influence of these processes is supposed to be clarified in this work, especially since the Russian experience of inclusive education is formed largely on the basis of international experience, acquiring, of course, its specific features.

Inclusive education as an integral part of social policy

Policy in the field of inclusive education is undoubtedly part of a more general educational policy, which, in turn, correlates with the main directions of social development of the state. The vector of social development of the state is determined by the type or model of social policy, which is usually considered as “included in the complete, internally consistent national system of the welfare state [Menning, 2001].
The welfare state "manifests" itself through employment policy, interaction between the state and the family, the nature of social security and such social guarantees, which include education.
Esping-Andersen identifies three models of the capitalist regime, or the welfare state: conservative (corporatist); liberal; social democratic.
This typology, according to Menning's definition [Menning, 2001, p. 8], is based on such attributes as the nature of government intervention, stratification social groups and the nature of the relationship between the market and bureaucratic distribution in the process of decommodification. Note that Esping-Andersen did not consider educational policy as part of social policy. According to Gunther Hegey and Karl Hockenmeier, this is due to the fact that education (especially secondary and higher education) in any welfare state reduces the individual's dependence on the market, is a source of social mobility and long-term social stability, that is, it is, in fact, the social program of the state. any model. Nevertheless, the aforementioned authors have established a relationship between the type of social insurance policy pursued by the state (as a significant “typological” factor for determining belonging to a particular model) and the type of educational policy. Thus, educational policy, being part of the social policy pursued by the state, inevitably assumes its features, internal logic and direction of development.
Inclusive education, being part of the general social policy in the field of education, is not identical to it and has its own specifics, characteristic of each type of welfare state. Thus, inclusive education is dual in nature: on the one hand, it correlates with educational policy and social development of the state; on the other hand, it solves its own specific tasks, out of direct connection with the context of general educational policy. The origins of this duality lie, in our opinion, in the fact that the ideology of inclusion is part of the movement for the civil rights of social minorities, ensuring equal rights and access to education, and, thus, essentially a political process that is embedded in the educational process. And at the same time, it is a part of the educational process - with goals, objectives, technologies and learning outcomes, methods and problems of financing inclusive programs in general education schools.
Let us consider the conformity of the typology of the state in relation to educational policy and the nature of inclusive education:
The conservative regime of the welfare state is defined as having a high level of income stratification and social status... Direct government support in countries with such a regime is insignificant and is not associated with the processes of redistribution and equalization of incomes. Ensuring social rights is rather rigidly tied to the employer. The conservative regime of the welfare state is recorded in those countries where the influence of religious (Catholic) parties, the Catholic Church in general, is strong, and in countries with a historical experience of absolutism and authoritarianism. According to the Esping-Andersen classification, this type of state includes Austria, France, Germany, the Netherlands, Belgium and Italy.
The relationship between social policy and educational policy in states of this type can be represented as follows.
In states with a conservative model of social policy, inclusive education is often viewed as access to education in general, without widespread deployment of integration policies for people with special needs. In Germany, France, the Netherlands and Belgium, a network of specialized schools for children with special needs is widely developed, but the legislation does not limit the possibilities of integrated education, and it develops in the context of intensive interaction between special and general schools (Netherlands). In Italy, on the contrary, the processes of inclusive education for children with special needs in general education schools are developing very actively, and this has been ensured by law since 1971. Italy is considered a kind of "laboratory" of inclusive education, according to some data, in Italy in integration schools from 80% to 95% of children with developmental disabilities study (for comparison - in Greece less than 1%, in the USA - 45%, in the UK the situation is varies greatly from county to county; the number of children with special needs integrated into general education schools in different parts of the country may differ sixfold) [Groznaya, 2004]. Thus, in countries with a conservative model of social policy, integrated education can take on a form characteristic of countries with different models of welfare.
The liberal welfare state regime is characterized by the dependence of social insurance on the market, with the state regulating the market rather than directly providing direct social security. This mode is quite different high level social stratification and differentiation in society, social benefits are quite limited and stigmatized, since it is believed that increasing the level of benefits reduces the incentive to work and enter the market. Countries such as the United States, Canada, Australia and the United Kingdom are examples of this model.
The relationship between liberal social policy and the corresponding educational policy is as follows.
If we compare the nature of inclusive education and the model of social policy, then in countries with a liberal model, inclusive education is mainly aimed at integrating children with special needs into the environment of healthy peers; special educational institutions that provide specialized behavioral correction programs, after which the child returns to mainstream school.
The social democratic regime, unlike the previous ones, is characterized by the principles of universalism and equality. The state takes upon itself the solution of many problems traditionally related to the "family sphere" (for example, caring for children and the elderly). Countries with such a regime include Sweden, Norway, Denmark and Finland. The relationship between social policy and educational policy in this case can be represented as follows.
In countries with a social democratic model of social security, inclusive education is successfully provided for all children at risk, children with special needs are mostly included in the learning process in public general education schools.
It is undeniable that each welfare state may have features that are different from those identified by Esping-Andersen for each model as typical, or combine elements of all three regimes. The author himself pointed to this, saying that in reality there is not a single regime in its “pure form”. And yet, the type of social policy pursued by the state is very clearly correlated with the strategy and the main direction in "its" educational policy. It is obvious that the state policy in the field of social insurance is directly related to the strategy in educational policy: in countries with a conservative regime, education should prepare an employee whose social rights are closely related to the workplace and the fact that they need to be “earned”. In countries with a liberal regime, education is a kind of "individual insurance" against the risks of life; in states with a social democratic regime, education provides de-commodification in ensuring social rights.
Inclusive education is provided in all types of welfare states and has both common and specific features with educational policies. Moreover, this own specificity can manifest itself within one model (as it happens in countries with a conservative regime), and we will try to reveal the nature of these differences in countries with a liberal model in the next section.

Liberal model of educational policy and its impact on the process of inclusive education in the United States and Great Britain

Liberalization of the social sphere is not the prerogative of the social policy of two or several countries; in most developed countries, this process proceeds with varying degrees of intensity and duration. In a broad sense, privatization is the delegation of government functions to the private sector. In addition, liberal ideology is based on the ideas of “free choice”, “freedom of the market” and “individual law”, and, thus, provides ideological support for the processes of privatization and the creation of quasi-markets not only in the economic, but also in the social and educational spheres.
Liberalization of education in the United States and its impact on inclusive education
According to researchers Margaret Gilberman and Vicki Lance, driving force privatization of education in the United States became: distrust and rejection in relation to government programs; preference for a "result-oriented" private market; growing dissatisfaction with the education reform strategy.
In the US education sector, the educational voucher system has become the main liberalization mechanism. A voucher is a government financial document for a specified amount that an individual can use to pay for social services (housing, medical services, social services, food), and it is a mechanism "transferring public funds directly to the consumer to purchase educational services in the free market." This program provides the child's parents with the opportunity to freely choose such a school, including a private one, which, in their opinion, better solves educational problems. The voucher covers a significant (but not all) part of the cost of training in a private school, in addition, it contributes to the ability to change the location of the school - choose for training a public school located in a more “prosperous” area, if it participates in the voucher program. The voucher program began in Milwaukee, Wisconsin and Cleveland, Ohio 13 years ago; in the states of Mine and Vermont about 100 years ago, and currently covers 11 states.
The program focuses primarily on low-income ethnic minority families and provides children from these families with the opportunity to receive, it is believed, better education in private schools. The system of using vouchers in education, however, differs from the use of similar mechanisms with other social services. The difference is that in the case of an educational voucher, public funds are transferred directly to the consumer to make the choice of school ("school choice"), while the acquired social and medical services are provided through a contract with an "intermediate" management company (Medicare / Medicaid) or a non-profit organization.
Nevertheless, the introduction of the voucher system is not perceived unambiguously in society; there are both active supporters and opponents of this system. Among the most important arguments of the advocates of the education voucher system is that they can help solve the problem of the quality of education. This problem is very relevant for many public schools in the United States, especially those located in areas with ethnic minorities (inner-city schools). Based on a study by the University of Wisconsin [cit. from: CER Report, 2005. P. 9], African American students who chose the voucher program in Daytona, Ohio, New York and Washington showed significantly better test scores after two years in a private school compared to students in a public schools. Opponents argue that these studies did not take into account family attitudes, the general “family attitude” towards learning, the students' motivation to learn and their previous school success. Another argument of opponents of the voucher program is that it will leave the poorest in the worst schools, that is, there will be a “poaching” effect on students. And this argument is very closely related to the problem of the impact of the introduced voucher system on inclusive education.
Vouchers and Inclusion
The US Individuals with Disabilities Education Act - IDEA (revised in 2004), without using the term inclusion directly, provides for the necessary funding for special education in the local school system, the use of individual curricula and provision, as needed, to students with special educational needs special additional assistance in a comprehensive school. At the same time, parents can choose a special public or private school, where education in to a greater extent paid at public expense. These schools were intended mainly for children with severe and multiple developmental and behavioral problems. Accordingly, parents of children with special educational needs enrolled in local general education schools were able to transfer their child to a private school (not special) with the help of the main and additional (special) voucher, which provides better education and service.
Thus, the introduction of the voucher system has stimulated the promotion of inclusive education in private schools, which were previously inaccessible to most children with developmental disabilities due to special admission standards and test barriers.
However, according to Gilberman and Lens, "private schools, having opened their doors to children with special educational needs, whose problems were previously dealt with by public schools, did not have the experience to cope with them." According to the authors, in 1997, only 24% of private schools met the special needs of students with disabilities, compared with 90% of public schools.
The data obtained, on the one hand, indicate that the processes of liberalization of education have a significant impact on the promotion of inclusive education, the expansion of the network of schools that include children with special needs in society. On the other hand, liberalization does not automatically solve the problem of the quality of education, and the given “choice” may have little to do with the expected obtaining of a “quality” result. In addition, it can be assumed that public schools participating in the voucher program may over time condense students from poor families and children with disabilities - such schools interested in an influx of vouchers are most often located in poor areas of ethnic minorities.
Liberalization and education reforms in the UK,
their impact on the development of inclusive education
Reform of the national education system has been one of the main directions of social policy of the governments of both the Conservative and Labor parties in Great Britain over the past decades. The 1988 Education Act "Educational Act", adopted by M. Thatcher's cabinet, largely reflected the general strategy of the conservatives in reforming the social sphere, which "was determined, first of all, through the nature of the relationship between central and local authorities." Another important aspect of the educational reform was the search for ways to increase the "efficiency" of education, decided in a completely liberal manner.
The reform of the traditional education system, according to this legislation, was carried out in four main directions:

1. establishment of national educational standards;
2. decentralizing the administrative structure of education and reducing the dependence of schools on local education authorities;
3. increased competition between schools in the struggle for funds that were directly linked to school performance (through the establishment of a school's rating based on student testing results);
4. establishing a procedure for assessing the school's performance every four years by special teams of independent inspectors.

The ability to choose a school provided by this legislation to parents was intended to be an assessment tool and, therefore, a way to improve efficiency - the choice was made based on the school's rating based on the results of testing students of seven, eleven and fourteen years old. M. Hill defines that this combination of "the ability to choose the social and educational image of the school and the ability of schools to" leave "the influence of the local education committee creates the effect of recreating a selective system that has been severely undermined by the development of general schools."
Liberalization educational sphere closely related to such principles of market relations as marketization and managerial approach. Schools are viewed as “small businesses (businesses)” competing for student clients: “The new educational managerialism focuses on an instrumental approach to schools - assessing quality based on test results, attendance and graduate enrollment rates. The most characteristic terms for this direction are initiative, excellence, quality and efficiency. " Of course, with this approach, the school administration and board of trustees will worry about the performance of “their” school in order to receive additional allocations and rewards for their successes. In the conditions of market relations, instead of the principles of cooperation and fairness, the principles of efficiency and rivalry begin to operate actively. And this cannot but have a serious impact on the processes of inclusion in education.

Liberalization of education and inclusion

Inclusive education in the UK works in conjunction with special education, which has a long history and tradition in this country. And although inclusive education is legally enshrined and is developing, but special separate schools continue to function and are considered as part of the educational space for those children whose parents have chosen this path of education for them. The number of special schools in the country during the period 1986-1996 decreased by 15% (from 1,405 to 1,191 schools). The situation changes dramatically from one locality to another. So, in Newham County London, where we were able to attend a seminar for Russian specialists on inclusive education in 2004, literally all special schools are closed, in England and Wales only 1.2% of all school-age children attend special schools, but the difference between the territories fluctuates between 0.32 and 2.6%. The decision to close the special school and transfer children to mainstream school is made by the District Education Authority (LEA), and this process of closing special schools is most sensitive to the general liberalization of education.
Felicity Armstrong explored this process using the ethnographic case study method; she directly participated in meetings, consultations and pedagogical meetings of teachers and local education officials following the decision to close one of the special schools and transfer all students to a mainstream school. This process, according to the author, revealed the contradictions between the new managerialist approach and inclusion, when a school must generate income and be efficient, and in order to receive additional funds, it must show evidence of its success. And then “the temptation to leave unproductive students behind or scare away is extremely great. Excerpts from meetings of pedagogical councils are full of arguments like: students with disabilities will lower the bar of standards, will not be able to keep up with normal ones, will become a burden for teachers who are forced to spend their extra time on them, cutting it off for other children. Officials of the Department of Education and the administration of the general education school used in their argumentation “for” and “against” the terms related only to the financial sphere of activity of schools, leaving aside the cultural and social context of inclusion ”.
Armstrong sees a contradiction in the fact that inclusion, being a broader cultural change, with this approach begins to be viewed only in terms of economic rationality, as something "deserving", "not destructive" and appropriate " effective use resources ". The promotion of inclusion is opposed not so much by the “direct” presence of social groups (politicians, professionals) interested in maintaining the segregated system of institutions, but by the values, attitudes and practices that create the segregated structure of education.
Thus, the influence of liberal processes in educational policy on the development of inclusive education in the UK increases the importance of the issue of professional self-determination of teachers involved in this process; teachers and school administrators ultimately become the direct agents of any educational policy. The emerging contradiction between the demands to raise the bar of standards and the moral demand for cultural changes in education significantly complicates the process of democratization of education and social integration as an integral part of it.

Inclusive education in Russia

Conclusion

The analysis showed that in countries where similar models of social policy have been adopted, the impact of liberalization on the development of inclusive education occurs in different ways, although at the same time its main vector... We are talking about the key concepts for the liberal model of “choice”, “market” and “efficiency”, which in the process of liberalization become decisive for education. Social integration as part of the educational process also comes into play in this field with the key concepts of “choice” and “market”, being exposed to their conflicting influences. This influence is determined by the chosen liberalization strategy.
In one case, in the United States, it is the direct provision of “choice” through the system of vouchers, which, according to the reformers, should contribute to ensuring the availability of quality education through the choice of school, while two main players will participate in the competition: public and private educational institutions. The results of this struggle will be an improvement in the quality of educational services for each "side", and, accordingly, the efficiency of the use of public funds and the level of education will increase.
The impact of liberalization on the inclusive education process has its strengths and weaknesses. On the one hand, liberalization, by providing parents with the right to “choose a school,” promotes social integration, the creation of new educational spaces and increased access to education, both public and private. On the other hand, these processes reinforce the trend of exclusion of students with special educational needs - inclusive schools in such conditions can acquire the traits of a combination of poverty and disability, thereby increasing inequality.
In the UK, liberalization, while moving in the same direction of ensuring “choice”, “market” and “efficiency”, has a slightly different strategy. Although parents also make “school choices,” it is not defined as a choice between “public and private”. Each player becomes a market player under these conditions. Public School- a sharp increase in the number of private schools in these new market conditions in the UK seems very unlikely. And then the use of market mechanisms in an effort to "raise the bar" and make education more effective comes into conflict with the requirement of social integration, if it is understood as a cultural change in the educational space, and a special policy is needed here, including legislative, that would minimize the impact of liberalization to finance and organize this process.
Russian realities are such that inclusive education is developing here, and for this, the strategies of international, in particular, American, experience of social integration are being actively used. These are UNESCO programs for the development of inclusive education in Russia and the CIS countries, and the programs of the US Agency for International Development, and broad interregional projects of the RPOI "Perspective" ("Education is the right for all", "Ensuring accessibility in education"), supported by the World Institute Disabilities (USA). American organizations in this case are very influential in determining the priorities and directions of this activity, not only in Russia, but also internationally.
These strategies are based on liberal ideology, which gradually begins to dominate in this direction. Social integration is being promoted through ensuring the accessibility of education for children with disabilities, in line with the struggle for the civil rights of people with disabilities, through updating activities to change legislation, with an emphasis on deinstitutionalization, in combination with activities to change public opinion. In this, by the way, one can see a difference in the strategy of promoting social integration, which is carried out by Russian regional projects supported by donor organizations from countries with a social democratic and conservative model (including charitable organizations of the Evangelical Church of Germany, the French international humanitarian organization Handicap Internasional). In these projects, the main task, as a rule, is to create a specific service (the cities of St. Petersburg, Pskov, the Republic of Karelia), in the direct training of specialists and parents through the transfer of their own pedagogical experience and technologies.
And here the main task of Russian specialists is to learn to see in the promotion of social integration a broad civic, cultural and ethical process, not reducing everything only to the "effective" and "rational" use of resources, especially since the legislative mechanism for the redistribution of resources for inclusive education in Russia is still so and not created. Strengthening liberalization processes in Russian education without the formation of legislative mechanisms that ensure the process of social integration not only economically, but also "politically", makes the prospects for the development of inclusive education in Russia in the coming years very unclear.

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Natalya Vladimirovna Borisova Deputy Director of the School with Integrated Education No. 1321 "Kovcheg", Moscow, student of the Faculty of Social Management and Social Work of the Moscow School of Economics