ФОРМИРОВАНИЕ ПОЛИТИКИ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ В ПОСТСОВЕТСКОЙ РОССИИ: ФЕДЕРАЛЬНЫЙ И РЕГИОНАЛЬНЫЙ УРОВНИ

Abstract

In the article, based on the analysis of the periodizations already proposed in Russian science, an original interpretation of the main stages of the formation of inclusive education policy in modern Russia at the Federal and regional levels is developed, and the qualitative characteristics of each stage are formulated. At the Federal level, there are three stages of implementing the policy of inclusive education: the first-from 1992 to 2007 (creating prerequisites for a modern system of inclusive education using world standards); the second — from 2008 to 2012 (completion of the creation of a special regulatory framework for inclusive education policy); the third — from 2012 to the present day (improvement of the regulatory framework for inclusive education policy, its intensive implementation at all levels of education). At the regional level (for example, the Republic of Bashkortostan), the following stages of inclusive education policy are also being formed: the first-from 1992 to 2012 (starting with the creation of the post-Soviet regional educational system, ending with the first attempts to implement the regional policy of inclusion); the second — from 2012 to 2020 (development of its own regulatory framework, completion of the foundations of the regional system of inclusive education); the third — from 2020 (approval of the “Concept for the development of inclusive education in the Republic of Bashkortostan for 2020–2025” (June 17, 2020)).