Abstract
This article considers how people with disabilities can obtain a higher education degree. This study aims at determining possibilities for improving legal, organizational, and technical mechanisms for inclusive education. The authors of the article conduct a comparative analysis of inclusive education models based on their implementation in Russia and foreign countries. The authors note that inclusive education models used in the Russian universities face organizational and legal, scientific, and methodological difficulties in their implementation. They also conclude that global inclusive education models are more independent, structured, and legally oriented, work with a wider range of people with special educational needs than the Russian models. To solve the existing issues of inclusive education at universities, a model of interaction between participants is proposed based on legal mechanisms for continuous support.
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