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  Previous issue (2019. Vol. 11, no. 3)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: https://doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Started in 2009

Published quarterly

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Development of inclusive education in Russia at the present stage: social and legal aspects 4575

Zhavoronkov R.N.
leading researcher at the Laboratory Psychological and Educational Problems of Extended Studies for Children and Youth with Specialities in Development and Disability, of the Institute Problems of Interactive (Inclusive) Education at the Moscow State University of Psychology and Education, Moscow, Russia

Abstract
Basing on the analysis of legislative acts and scientific literature, the article examines the problems of legal regulation of inclusive education in Russia as well as organizational models of inclusive education which should provide the basis for further development of legislation on this type of education. Russian legislation does not prohibit education of disabled persons in mass educational institutions but the regulation of the process of inclusive education is mostly carried out on the regional level which does not provide the adequate legal regulation of the concerned process. Integration is a natural stage of development of the special education, but in modern Russian conditions inclusive education must be considered not as the only, but as one of the possible ways of education of children with special needs. The main type of educational institution for children with special needs must be a composite educational institution which provides an effective and accessible level of integration (from full to minimal) according to the level of psychophysical and verbal development of the child.

Keywords: inclusive education, integration, disabled persons, children with special needs, special pedagogics.

Column: Clinical Psychology

For Reference

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