INCLUSIVE EDUCATION IN RUSSIA: THE STUDY AND OVERCOMING OF SOCIO-PSYCHOLOGICAL BARRIER

The positive attitude of society and the state towards people challenged people, which replaced social deprivation, has actualized the problem of their integration into society. The authors of the article consider inclusive education as a specific mechanism for the social integration of a physically challenged child. The authors analyzed the main barriers that impede the implementation of the goals and objectives of inclusive education in Russia. With all the positive changes, a socio-psychological barrier remains nowadays. It is presented by the lack of tolerance and even open rejection of challenged children in everyday household interaction expressed by teachers of public school and normally developing children. The stability of this barrier can be explained by the long-standing tradition of teaching challenged children in special (correctional) schools. Based on the laws of social psychology, the authors suggested that the lack of understanding of the problems of challenged children in public schools and the lack of a pronounced desire among healthy peers to interact with them is a reflection of general tendencies towards challenged people in Russian society. The article presents and analyzes the results of the study of psychological attitudes towards challenged people in Russian society conducted in order to develop the ways to overcome the socio-psychological barrier at the present stage of the development of inclusive education in Russia. The method of questionnaire was used in the course of the presented research. (C) 2019 Published by Future Academy www.FutureAcademy.org.UK