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Inclusive Education: from Policy to Practice 4190
Alekhina S.V., PhD in Psychology, Vice-Rector for Inclusive Education, Director, Institute of Problems of Integrative (Inclusive) Education, Moscow State University of Psychology and Education, Moscow, Russia, email@example.com
The author has made an attempt to analyze the current stage in the devel- opment of an inclusive process in the domestic education. We considered the specifics of the Russian development model of the inclusion in education; defined levels of socio-psychological of actuation process as follows: 1) the system; 2) or- ganizational; 3) group; 4) individual; noted the basic tendencies and contradictions of the transition from policy-making to practical implementation. The paper also covered an issue of the dynamics of the inclusion process in children with disabilities throughout the country. We choose Federal State Primary Education Standard for students with disabilities as a reference point of the inclusion process development. Author is deeply convinced that idea of inclusive education is deeply social. Social efficiency depends not only on the development of systems additional, general, and vocational education, but also on the acceptance and understanding of the inclusion idea by the professional community, and this will keep the link between the basic requirements of education policy and the possibility of practical implementation.
Keywords: students with disabilities, federal requirements, the development model of the idea of inclusion in education, monitoring studies, regional dynamics, organizational development model of inclusive education, social and psychological changes, social welfare institutions, career guidance, additional education, technology breakthrough