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Previous issue (2019. Vol. 4, no. 4)

Bulletin of Psychological Practice in Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2658-3100


License: CC BY-NC 4.0

Started in 2004

Published quarterly

Free of fees
Open Access Journal


The Practice of Developing Inclusive Education in the Lyceum No. 11, the City of Shakhty 22

Yasinovskaya I.N.
Deputy Director for Educational Work, Lyceum No. 11, Shakhty, Russia

Manukyan A.A.
Teacher-Psychologist of Highest Category, Lyceum No. 11, Shakhty, Russia

The article provides data on the creation of an “inclusive culture”. The education of children with disabilities, and their social adaptation is one of the priority issues of Russian education. The legislation of the Russian Federation in accordance with the fundamental international documents in the field of education provides for the principles of equal rights to education for children in this category. Inclusive education means creating conditions for the joint education of children with disabilities and their healthy peers. “The main task is to create an educational environment within the framework of modernization of Russian education in general, ensuring the availability of quality education for all people with disabilities, taking into account the peculiarities of their psychophysical development and health status”. The National Educational Initiative “Our New School” formulated the basic principle of inclusive education: “A new school is a school for all”. The purpose and meaning of inclusive education of children with disabilities in a mass comprehensive school is the full development and self-realization of children with certain disorders, the development of a general educational program, the most important social skills along with their peers, taking into account their individual typological characteristics in cognitive, physical, emotional-volitional development.

For Reference

  1. Alekhina S.V., Alekseeva M.N., Agafonova E.L. Gotovnost’ pedagogov kak osnovnoi faktor uspeshnosti inklyuzivnogo protsessa v obrazovanii [The willingness of teachers as the main factor in the success of the inclusive process in education]. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2011. Vol. 16, no. 1, pp. 83–92.
  2. Vinevskaya A. Prakticheskie materialy dlya pedagogov, realizuyushchikh inklyuzivnoe obrazovanie [Practical materials for teachers implementing inclusive education]. Ekaterinburg: Ridero, 2016. 192 p.
  3. Loshakova I.I., Yarskaya-Smirnova E.R. Integratsiya v usloviyakh differentsiatsii: problemy inklyuzivnogo obucheniya detei-invalidov [Integration in the context of differentiation: problems of inclusive education for children with disabilities]. Sotsial’no-psikhologicheskie problemy obrazovaniya netipichnykh detei [Sociopsychological problems of education of atypical children]. Saratov: SGTU Publ., 2002. 270 p.
  4. Staroverova M.S., Kovalev E.V., Zakharova A.V. [i dr.] Inklyuzivnoe obrazovanie. Nastol’naya kniga pedagoga, rabotayushchego s det’mi s OVZ: Metodicheskoe posobie [Inclusive education. Handbook of a teacher working with children with disabilities: a Toolkit]. Moscow: VLADOS, 2011. 167 p.
  5. Federal’nyi zakon ot 29.12.2012 No. 273-FZ (red. ot 01.03.2020) “Ob obrazovanii v Rossiiskoi Federatsii” [Federal Law of 2012, December 29, No. 273-FZ (as amended on 2020, March 1) “On Education in the Russian Federation”] Konsul’tantPlyus [ConsultantPlus]. Available at:,0&rnd=0.02077003211389794#09382081847255441 (Accessed 25.03.2020).

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