Abstract
The paper presents the results of a sociological study conducted in the Rostov region among high school students of general and specialized educational institutions in 2020 (N=11727). The purpose of the study is to identify attitudes towards inclusive and collaborative education. Particular attention is paid to the determinants of the type of educational institution of the respondents, the experience of coeducation, and the presence or absence of disabilities among the respondents. Experience of inclusive education and the type of educational institution is a stronger factor in determining attitudes towards inclusive services than the presence or absence of disability. The highest level of ableism is manifested to children with speech, vision, hearing and mental impairments. All respondents unanimously believe that the mainpositive consequence of inclusion is the ability to communicate, find a common language with different people.
Highlights
The willingness of all subjects of general educational institutions for coeducation is a basic condition for the formation of a friendly environment, real inclusion and increasing the availability of quality education for all categories of children
Comparative characteristics, which are very interesting in the conditions of the formation of inclusive education in Russia, and significant for further development of the attitude of respondents - students with and without disabilities, as well as respondents with disabilities studying in various types of educational institutions, is extremely rare [21]
The opinions of students without disabilities were divided diametrically opposite: 36.9% believe that these should be specialized educational institutions, while 33.6% believe that ordinary schools can provide education for such children
Summary
The willingness of all subjects of general educational institutions for coeducation is a basic condition for the formation of a friendly environment, real inclusion and increasing the availability of quality education for all categories of children. Comparative characteristics, which are very interesting in the conditions of the formation of inclusive education in Russia, and significant for further development of the attitude of respondents - students with and without disabilities, as well as respondents with disabilities studying in various types of educational institutions, is extremely rare [21]. The study involved educational organizations (inclusive and specialized) of all municipalities of the Rostov region. Among the respondents with disabilities, 3.780 people study in general education institutions and 1.071 people - in specialized schools. This paper highlights one of the aspects of the research program - the attitude of students towards inclusive education
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