Inclusive Education In The Russian Federation

Marketing text: This book provides the first evidence-based accounts of inclusive education in a Russian context. It explores the critical educational changes in the Russian Federation within the post-soviet space and internationally. The book analyzes the transformation of educational practices as Russia transitions from an educational model of student support with an emphasis on disability to a broader conceptualization of inclusive education. Among others, this book discusses inclusive education in the context of: • School and preschool institutions; • higher education institutions; • non-Russian-speaking children and children with migration experience; • culture-sensitive education; • indigenous minorities; • technological and methodological support; • the role of stakeholders such as NGOs, parents, and other social groups; • teacher preparation and professional development. This book is intended for teachers, inclusive education coordinators, principals and school managers, policymakers, teacher educators, scholars of inclusion, and university professors, along with community organizations and students of inclusive courses in a Master in Education.

This book provides the first evidence-based reference about inclusive education in Kazakhstan, one of the post-Soviet Union countries. This nation, as well as many other central Asian countries, is undergoing a radical transformation and change in education which encompasses the implementation of inclusive and special education. This book is composed of chapters synthesized from various studies and captures different aspects of the implementation of inclusive education in Kazakhstan. The implementations of inclusive education in any educational system require a multi-dimensional, multi-level and an integrated approach. It requires collaborative efforts on part of all stakeholders including governance, pedagogical, auxiliary and support structures. This book is a collection of evidence-based studies in a Kazakhstani educational context that demonstrates the multifaceted nature of the process to realize an educational system that is inclusive. The book highlights some of the fundamental requirements and challenges for this process to succeed. Among the main issues addressed in this book are the understanding of inclusive education, the transition towards inclusive education given the soviet legacy, the role of school leadership, teachers, parents and other stakeholders in the process. The findings in each chapter demonstrate some of the milestones and challenges of inclusivity. This work will be of interest to academics, scholars, students and teachers in this field.

In Western Europe, the development of inclusive approaches to education began in the conditions legally formed norms of democracy and economic growth. In Russia transition to the inclusive education was carried out in the situation generation of democratic norms, their first legislative registration and deep economic crisis. In Western Europe discussion of the problems of inclusive education and integration is based on tough legal framework, regulating this process. In Russia, there is not detailed formed legal framework for discussion of the problems of inclusive education. In Western Europe, there is a centuries-long tradition of charitable activity, a wide network of non-governmental specialized agencies, financial rebates for philanthropists was established. In Russia charity tradition was interrupted in 1917. We made the conclusion that in Russia it is needed to improve government policy and establish in social consciousness the ideas of equality of rights of people with special educational needs and the social and citizens' responsibility for providing equal opportunities for people with disabilities.

Inclusive education is a pedagogic approach that has been developed in response to the demand for including children with disabilities in regular school education. The present work is devoted to the studying of the reforming characteristics of the Russian correctional school education and attempts have been made to include inclusive education in particular social context related to Russian secondary schools. This thesis presents a series of studies devoted to the issues of the correctional education reform and the development of inclusive education in St. Petersburg during the period 2012-2016. The first public demonstration against the reform of correctional education started in 2011 after the beginning of the neoliberal educational reforms of the government. Therefore, our first study in 2012 was devoted to the opinion poll of the St. Petersburg residents focused on the reform of correctional and inclusive education. In December, 2012, 396 structured interviews were carried out. They were repeated in March, 2014. It is interesting to note that the study showed a fairly high loyalty to inclusive education. Our second research devoted to stakeholders was conducted in 2014. The first stage was devoted to teachers of regular schools in order to understand the extent of their acquaintance and involvement in the process of implementing inclusive education. 196 questionnaires of respondents - teachers at regular school in 2012 and 343 in 2014 were achieved. The second stage was devoted to the opinion of students of teacher education. We have 276 questionnaires of student-future teachers in 2012 and 269 in 2015. The research revealed quite contradictory assessments and judgments. The results showed that the concept of inclusive education gradually integrates into the life of modern Russia but also requires efforts to fully implement it in the educational process.