Experience of Interaction between Special (Correctional) and General Education in the Context of Inclusive Practices

The author analyzes the forms and conditions of education in Russia for children with disabilities and identifies the factors contributing to the changes occurring in education, including inclusive. The difficulties constraining the convergence of special (correctional) and general education are identified and the necessity of creating a model of interaction between special (correctional) and general education supporting the children with disabilities is justified. The professional competences of teachers that determine success of a specialist in the inclusive practice in special correctional educational institutions (SCEI) are formulated. The experience of the interaction of special (correctional) and general education in three Russian regions is presented: 1) the multilevel model of the interaction of education, health, social welfare systems on support for children with disabilities in Pskov region; 2) the creation of resource centers in special (correctional) educational establishments in the Kaliningrad area; 3) the inclusion of the regional centers on remote support and inclusive education in the SCEI structure of Chuvash Republic.

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