ON THE ISSUE OF INCLUSIVE EDUCATION IN HIGHER EDUCATION

Kolenkova Natalia Yu.  –  PhD in Psychology, Associate Professor; Associate Professor of the Department of Pedagogical Education, Astrakhan Tatishchev State University, Astrakhan, Russia, njkolenkova@yandex.ru

UDC: 37.013.42

The theory and practice of inclusive education demonstrate the necessity of promoting knowledge about individuals with disabilities, those with special educa-tional needs (SEN), and people with limited health capabilities (LHC) in order to prevent their segregation within the educational environment. This kind of promotion can be defined as inclusive education for all participants in the higher education process, organized with the aim of changing their behavior towards ensuring equal opportunities for everyone. The essential characteristics of the concept of «inclusive education» have been identified through the analysis of related phenomena – such as inclusive culture, tolerant attitudes, equal opportunities, inclusive barriers, and inclusive edu-cation–represented in the education systems of Russia and abroad. To achieve this, a review of Russian legislation regulating the formation of inclusive competence among future specialists has revealed the «bottlenecks» in the described process, and an analysis of the inclusive education practices proposed by universities and the activities of certain international organizations has been conducted. The author concludes that there is a need to develop a model of inclusive education that includes tools designed for specialists and students in higher edu-cation institutions.

Key words: inclusive education; inclusive culture; inclusive barriers; raising awareness in inclusion matters; equal opportunities

For citation: Kolenkova N. Y. ON THE ISSUE OF INCLUSIVE EDUCATION IN HIGHER EDUCATION. Pedagogicheskie issledovaniya = Pedagogical Research. 2024;(4):187–216. (In Russ.).

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