Феномен инклюзивного образования: мировой опыт нормативного обеспечения

Abstract

The article analyses the phenomenon of "inclusive education" from the point of view of formation of its normative-legal support in the most fundamental declarations, conventions, rules, recommendations and other documents adopted at the international level by different states of the world associatively, on the basis of collective agreement of basic provisions. It is noted that the movement for the creation of inclusive pedagogy, which began, in fact, almost immediately after the end of the Second World War, laid the legal foundations of this process, but received its current name and description of its structural content only by the beginning of the last decade of the XX century. The entry of the Russian Federation into the international movement of inclusive education due to a number of socio-political and historical reasons happened with some delay, but at the present stage it developing very dynamically and consistently. The role and significance of the International Conference on Special Needs in Education (Salamanca, Spain, 1994) in the formation of the modern concept of inclusive pedagogy is specially analysed both at the world level and in separate national states.