INCLUSIVE EDUCATION IN THE RUSSIAN FEDERATION: MODERN CHALLENGES AND PROSPECTS FOR THE IMPLEMENTATION OF PUBLIC POLICY

Abstract

The purpose of the article is to analyze the features of inclusive education in the Russian Federation. These issues in the modern period act as one of the key areas of state policy aimed at creating equal conditions for everyone, including children with disabilities. In recent years, the country has seen active development of inclusive education, but its implementation faces several serious challenges. Firstly, there is a shortage of qualified specialists ready to work effectively in inclusive classes. Teachers often do not have sufficient training and resources to work with children with different needs, which negatively affects the quality of education. Secondly, the infrastructure of educational institutions does not always meet the requirements of inclusion. Many schools do not provide accessible conditions for children with physical disabilities, which limits their ability to fully participate in the educational process. The third, but no less important issue is the public perception of inclusion. Stereotypes and bias towards children with disabilities are still widespread, which creates barriers to their integration into society and the educational process. Despite the above-mentioned problems, there are significant prospects for the development of inclusive education in Russia. State policy in this area includes programs of support and training for teachers, the creation of specialized materials and methodological recommendations, as well as assistance in the adaptation of educational standards. Increased funding and the introduction of innovative technologies can also significantly improve the situation. For the successful implementation of inclusive education in the Russian Federation, a comprehensive approach to solving the identified challenges is needed, including training of personnel, modernization of infrastructure and a change in public consciousness. Only through the consolidated efforts of the state, educational institutions and society as a whole can real changes be achieved and a full-fledged inclusive environment for all children be created.