How inclusive education is implemented in Russia

What is inclusive education, how does it differ from ordinary education, the development of this form of education in Russia and the world – in the material “Kommersant”.

Inclusive education (from English. inclusion – inclusion) is a form of education in which people with physical or mental disabilities study with others, and not in special educational institutions. At the same time, educational organizations create conditions for joint learning.

What is the advantage of inclusive education over other forms of education

Inclusive education allows children with and without disabilities to socialize in the same environment. This contributes to the harmonious development of a person who, from childhood, learns to contact with different people. For a child with health problems, this is a chance to grow and develop on an equal footing with others, without facing psychological problems due to their differences from the majority.

Natalya AvilochevaHead of the Expert Analytical Center of the All-Russian Organization of Parents of Disabled Children (VORDI):

“If in kindergartens and schools children are divided into groups and classes in accordance with their characteristics, then, respectively, 95% and 93% of children without developmental disabilities grow up without realizing that there are other children. And that it is normal that they are just as kind, sociable, talented.

When children are educated together, regardless of the presence or absence of developmental disabilities, it becomes the norm for them that everyone can be different. And according to research, in adulthood, children without developmental disabilities who studied in an inclusive environment are more successful professionally, as they know how to build interaction with any people.

And all children one day become adults, and when a child with developmental disabilities is born in their family, seeing such children and adults earlier, knowing that they can be happy, successful in their field of activity, it is much easier for parents to accept the characteristics of their child.

At the same time, the educational process is carried out with the participation of special teachers. Their task is to create an educational environment that will be comfortable for both healthy children and those with disabilities. Classes in inclusive schools are aimed not only at mastering the general education program, but also at strengthening the physical and psychological health of the child. This helps different children learn empathy and accept innate limitations as normal rather than odd. People who have completed an inclusive education show more empathy and understanding, and also experience fewer communication problems.

Problems of implementation of inclusive education in Russia

In Russian schools for children with developmental disabilities, methods developed by the Ministry of Education are used: an individual approach, work with a psychologist, a special assessment system for homework, extracurricular work with parents or legal guardians, and reflection methods. During the summer holidays, children of preschool and school age are provided with vouchers to health-improving inclusive camps on social benefits.

However, inclusive education in Russia is at the stage of development. Despite the fact that more than 60% of children with disabilities go to the organization of preschool education (that is, to kindergartens), only about 30% of the total number go to general education schools. In addition, there are many problems in providing schools with the right equipment and teachers with special education who can build relationships between ordinary children and children with disabilities, as well as develop a curriculum. In addition, due to the small number of children with disabilities in each individual school, the administration often simply does not hire the right specialists.

The pace of development of inclusive education is also affected by the ambiguous opinion of parents about it.

Natalya AvilochevaHead of the Expert and Analytical Center of the All-Russian Organization of Parents of Disabled Children:

“According to the results of WORD monitoring, the opinion of parents is divided 50/50. Half would prefer their child to study in a separate specialized educational organization, as it is possible there:

• create physical conditions for an accessible environment,
• hire special teachers
• organize all corrective and developmental activities, as well as rehabilitation assistance and medical support.

The other half of the parents would prefer an inclusive education for their child, pointing out the main reasons:

• lack of a specialized educational organization within walking distance,
• due to the fact that their children will also grow up one day, then, by limiting their communication only to children with similar developmental characteristics, such children do not gain experience in interacting with people without disabilities and with other developmental disabilities, which in adulthood becomes an obstacle to successful vocational training and self-realization.

Inclusive education abroad

Great Britain

One of the leaders in the integration of inclusive education is the UK. The Education Laws and the Special Educational Needs and Disabilities Act created the SEN (Special Education Needs) system. A child receives SEN status if they have a degree of disability or have learning difficulties. There are several types of support for children and adolescents with SEN status: this is education in separate, specially equipped schools or education in a comprehensive school, where children are provided with equipment or teachers.

USA

In the United States, the educational system has also taken a course towards inclusive education. The state gives schools the freedom to choose methods for teaching children with disabilities. In this regard, the quality of education and the level of integration of children with and without disabilities directly depends on the state, city and specific institution.

Moreover, the NCLB (No Child Left Behind Act) bill passed in 2001 sets strict indicators for student achievement for all schools. If an institution fails to meet the “norm”, the government cuts its funding.

Germany

In Germany, inclusive education is less developed. Only 25% of children with disabilities study in regular schools. The rest attend specialized institutions. The school administration can, through the courts, achieve the transfer of the child to a special school if the parents are against it.

There are no trends in the development of inclusive education in the country. Germany is the country with the largest number of special schools in Europe.

Ilya Akimov, Anastasia Cheremisina