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Comparative analysis of the inclusive education paradigm implementation in Russia and abroad

In recent years, inclusion has been widely introduced into the system of the Russian education, becoming its significant component. Today, inclusive education, as a large-scale socio-educational project which has a theoretical base of foreign origin, is oddly comprehended and implemented with difficulties in the Russian education. The made mistakes make us think about their causes, about whether the current domestic and foreign joint education models for ordinary students and for those who joined the mass education system having disability caused by psychophysical or developmental disorders are identical. Being implemented for more than 50 years, the foreign paradigm of inclusive education has undergone changes alongside its development, adjusting to the needs of the society, resource opportunities and the tasks of the education system. The domestic paradigm of inclusive education, which emerged at the beginning of this century, is still unchanged in its implementation.

The analysis of the domestic inclusive practice compliance with the invariant establishments of the world-recognized inclusion paradigm allows us to see that integration processes in the domestic education are peculiar and contradictory, characterized by both positive and negative sides. Despite the legislative regulations and declared common vision with the rest of the world, the actual practice in Russia is guided by its own inclusive paradigm, which is different from the international one. One of the reasons for the differences in the implementation of inclusive education paradigm is the fact that the Russian school system and pedagogy have missed an important stage in their development within the past decades (Soviet and post-Soviet periods). This stage includes the learning of philosophy, reformist pedagogy theory and practice, as it was done by the foreign schools and pedagogy that build their inclusive education paradigm based on this.

The conducted comparative analysis allowed us not only to identify the weaknesses in the implementation of inclusive processes and values, but also it helped to find the right solutions for the adaptation of foreign inclusive goals and values to the realities of domestic education.

Key words: children with special educational needs, inclusive education, socio-educational project, inclusion paradigm, comparative analysis

For Reference: Nazarova N. M. Comparative analysis of the inclusive education paradigm implementation in Russia and abroad. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 44 (2), 354-365. doi: 10.32744/pse.2020.2.28

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Information about the author:

Natalia M. Nazarova (Russia, Moscow) - Professor, Doctor of Pedagogical Sciences, Head of the Department of Psychological and Pedagogical Foundations of Special Education, Institute of Special Education and Comprehensive Rehabilitation. Moscow City University. E-mail: nazarova.nathalie@yandex.ru. ORCID ID: 0000-0002-8052-9849

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