Abstract
The research examines the problem of implementing the principle of inclusion in the Russian education system as contributing to the development of inclusive society. The system and actor approaches were used to consider educational inclusion from the perspective of a wide range of actors. The study analyzes the main indicators characterizing the state and development of an inclusive education system taking into account certain barriers to its development. The main problems of implementing educational inclusion into the Russian system of general education are investigated. These include the definition of the object of inclusion, staffing, physical accessibility of educational institutions, adaptation of educational programs, funding, and willingness of different actors of the educational process to inclusion. The main positive changes and difficulties that arise during the implementation of inclusion in the Russian general education system are outlined. Key measures that should be taken to lift existing barriers and promote inclusion are proposed.
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