Abstract
The significance of inclusion is fundamentally changing in the world of modern education, acquiring the role of its key component in society, becoming one of the most important characteristics of education quality. The article substantiates modern challenges facing inclusive education. The starting point of the study is the analysis of the results of interviewing parents of St. Petersburg schoolchildren with disabilities. The author considers to what extent the main directions of school inclusive education development are currently associated with the solution of the issues defined as crucial by this most ‘target’ audience. The role of school leaders and teachers in solving the identified issues of inclusive education, the problems associated with school staff professional training for their effective solution are discussed. The results of international scientific research on inclusive education, including overcoming the reductionist approach in it, are analyzed and summarized. The conclusion is made about significant coincidence of empirical generalizations concerning the improvement of education quality based on changes in inclusion, with the direction of the international vector of this area development.
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