UDC 376

Andruseva I.V.¹ (Simferopol, Russian Federation) – irinandrusoyva@yandex.ru; Gordienko T.P.¹ (Simferopol, Russian Federation) – tatgordienko.gmail.com; Redkina L.I.² (Kherson, Russian Federation) – redkina7@mail.ru

¹Crimean Engineering and Pedagogical University the name of Fevzi Yakubov

²Kherson State Pedagogical University

Abstract. Inclusive education is an open, dynamic system that takes into account the needs of all students, not only with developmental problems, but also of different ethnic groups, gender, age, belonging to a particular social group. In other words, it is an educational system in which the child does not adjust to the system, but which adjusts itself to the child. Revealing the substantive content of inclusive education, it is worth dwelling on the fact that this phenomenon itself is a special approach to the formation of education aimed at accessibility and individualization in relation to each student or pupil. Inclusion as an idea appeared in the process of forming a different attitude towards a person, his rights. In relation to people with special educational needs, inclusion reveals only part of the changes in education. Many practicing teachers have an erroneous misconception regarding the concept of “inclusive education”, who consider it to be a manifestation only in relation to children with special educational needs, but the ideology of inclusion is broader and it was formed as a result of a conscious value perception of people who have various differences among themselves. The article presents the main approaches to the definition of the term “inclusive education”. The evolution of pedagogical systems from the standpoint of teaching individuals with special needs is described. The current issues and problems observed when incorporating the ideology of inclusion into modern educational environments are noted. The problem of emotional, intellectual and methodological unpreparedness of teachers to implement the principle of inclusive education is noted. The importance of interaction between subjects of the educational process is described, including the problem of interdisciplinary cooperation of specialists. The essence of measures to maintain the quality of the educational process due to the implementation of an inclusive approach is revealed. The barrier in the form of an undeveloped methodological basis and the lack of modern and high-quality educational content is identified. The risks for inclusive education generated by digitalization are described.

Keywords: inclusion, inclusive education, digitalization, pedagogy, discrimination, special educational needs.

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For citation: Andruseva I.V., Gordienko T.P., Redkina L.I. Current issues of Russian inclusive education at the present stage. CITISE, 2024, no. 4, pp. 429-438.