IJAEDU- International E-Journal of Advances in Education

Abstract

The relevance of the presented research is conditioned by the need to
comprehend modern sociocultural tendencies, both global and European ones,
which find a very different response in the Russian society. It’s a fact that
the current changes in the gender policy of the United States and the EU
countries are not only rejected by Russian scientists, but are also defined as
a crisis of traditional values ​​associated with deviation from the human
civilization cultural development vector. Here we note that the tendencies
towards androgyny / gender erosion, stimulated by the patterns of global
culture which are rapidly spreading all around the world are perceived in the
same way. Nevertheless, the Russian socio-cultural development does not go
beyond global processes, since the country is among those world communities,
among which the attitude to social and cultural otherness is perceived as a
complex but an unequivocally considered problem within the framework of
humanistic morality. Thus, in Russia, first of all, it is about respecting
human rights and strengthening the value of humanity, ethical rules and norms
of treating people with limited health opportunities. Accordingly, speaking
about changing the social attitude to other / Different people as a process of
an inclusive culture emerging in Russia should proceed from the fact that people
with disabilities fall into the circle of people deserving special attention
from all citizens.

The aim of the study is to understand various aspects of incorporating
inclusive education in the Russian system of sociocultural coordinates in the
context of overcoming the social discrimination and creating a subsystem of
opportunities for the self-realization of all people without exception,
including those with limited health opportunities.

This work was carried out with the help of socio-cultural analysis,
expanded by the possibilities of cultural philosophical reflection. This
approach allowed not only to disclose all the problems and prospects for the
formation of a system of inclusive education in modern Russia, but also to
answer a number of questions related to understanding the significance of
achieving "unity in diversity" both in the context of the formation
of an inclusive culture and in the context of harmonization of social relations.

The paper analyzes the trends of a special type of educational paradigm
being formed in Russia. This paradigm is based on the humanistic values ​​of
partnership and openness, which allows everyone, regardless of personality, to
be meaningful both for himself and for the world as a whole. Various approaches
to the phenomenon of inclusion as a new socio-cultural concept have been
considered. The analysis of avalanche changes in the geography of Russian
specialists dealing with the problems of inclusive education in the last two
decades is presented.

Conclusions of the research show that there is small but unique
experience in Russia, the experience of including children with disabilities
into a single educational space. All the studies of this topic are very
kaleidoscopic today, and therefore they require a serious scientific-methodological
and cultural philosophical justification. The lack of experience, of proven
methods for working in an inclusive educational space, and the unwillingness of
a sufficiently large number of educators to take responsibility for finding ways
to solve complex problems arising in the process of work, responsibility for
the results of this work with the problems of bringing these ideas of inclusion
to practice have been revealed today.