Recent trends in the development of lifelong inclusive education of persons with disabilities in the Russian Federation

Oksana Prikhodko,Ascha Huseynova,Victoria Manuylova,Olesya Yugova,I.V Abakumova,E.V Vorobyova

doi:10.1051/shsconf/20197010007

Oksana Prikhodko, Ascha Huseynova + Show 4 more

Open Access

https://doi.org/10.1051/shsconf/20197010007

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Journal: SHS Web of Conferences	Publication Date: Jan 1, 2019
Citations: 3	License type: CC BY 4.0

Affiliation: Moscow State Open University

Abstract

The article is devoted to the organization and implementation of lifelong inclusive education for children with special healthcare needs and disabilities at various age stages; reveals key aspects of the implementation of inclusive education in the early, preschool and adolescence stages, as well as at the stage of professional education. It describes the special conditions for access to a high-quality education of children with special educational and reveals some problems of inclusive education. Significant attention is given to the issues of tolerance within the context of inclusive education for persons with special healthcare needs and disabilities.

Highlights

At the present stage of the education, the main goal is to ensure that children with special educational needs receive high-quality lifelong education from an early age until graduation from a vocational institution
In terms of the optimum strategy for access to lifelong inclusive education, it is required to highlight the importance of including children with developmental disabilities in activities with peers as early as possible
Education and Science of the Russian Federation implemented the state program “Accessible Environment” program, one of the main tasks of which was to develop a tolerant attitude towards people with special healthcare needs and disabilities in the communication aspect

Summary

Introduction

At the present stage of the education, the main goal is to ensure that children with special educational needs receive high-quality lifelong education from an early age until graduation from a vocational institution. We consider lifelong inclusive education as a necessary condition for organizing lifelong learning, development, and upbringing of children with special educational needs, providing them with the social and psychological, pedagogical and rehabilitation assist at all levels of education, creating an adaptive environment for each child.

Results

Conclusion