INTEGRATION LEARNING: THE SITUATION IN RUSSIA IN THE XXI CENTURY

N. N. Malofeev

AT last years The problem of modernization of Russian special education has acquired a new meaning. Formally, the course for its development and improvement is maintained, but in fact, in a number of regions of the country, there is a tendency to understand the modernization of the system of special education (SSE) as its transformation, in fact, curtailment. The feeling of the possibility of a massive reduction in the network of budgetary special educational institutions is increasing due to a number of objective reasons:

AT Russian Federation there is no (and is unlikely to be adopted in the near future) law on special education.

When the Ministry of Education and Science of the Russian Federation was created in 2004, the administrative structures that previously provided the management of the SSO at the federal level were abolished.

The process of education in special schools, including those implementing education under the mass program, is not provided by the state standard of special education.

Until now, for special schools of I-VIII types, educational and methodological complexes of a new generation have not been published. In the spring of 2005, the subject expert commission at the FES of the Ministry of Education and Science of the Russian Federation was abolished.

The concept of modernization of Russian education for the period up to 2010 provides that "children with disabilities should be provided with medical and psychological support and special conditions for education, mainly in general education school at the place of residence, and in the presence of appropriate medical indications - in special schools and boarding schools. The desire of the state to ensure that children with disabilities have the opportunity to study in general education institutions is commendable, but in practice, according to information coming from the field, a large-scale program of measures is sometimes replaced by a bureaucratic directive, if not for closing, then for the maximum reduction in the number of special educational institutions.

In his assessment of the state of development of the domestic MTR and the directions of its modernization,

nization, we rely on a systematic multi-aspect analysis of the historical-genetic and socio-cultural foundations of the formation and development of the SSO as an institution of the state. As a result of the study, it was possible to identify global trends in the formation and improvement of the MTR, socio-cultural and economic determinants of different stages, evaluate the evolution of the domestic MTR in projection on the leading world powers, present the general patterns of development and features of this process in Russia. The study proves the necessity of taking into account the identified differences when developing a strategy and tactics for the transition of the domestic SOF to a qualitatively new stage of its development and demonstrates the fundamental impossibility of mechanically copying Western experience in solving a similar problem. Calque Western strategy and tactics will inevitably lead Russia to irreversible losses, to the rollback of its SSO to a lower level, to the loss of children's rights to rehabilitation through education in relation to the level achieved by the Soviet SSO by the end of the 80s. It is possible to hope for the successful education of children with disabilities “mainly in a general education school at the place of residence” only if integrated students are provided with specialized psychological and pedagogical assistance by qualified specialists.

In the words of L. S. Vygotsky, we understand the main task of the SSE as the introduction of a child with disabilities (in our terminology - with special educational needs) "into culture". Social integration is understood by us as the ultimate goal of special education aimed at the inclusion of the individual in the life of society. Educational integration, being a part of social integration, is considered as a process of raising and educating special children in the "general stream".

Integration, integrated learning is a natural step in the movement of the world system of special education, a process in which most states, including Russia, are involved today. The root causes of the practical implementation of the ideas of integration in the leading countries of this movement can be collectively referred to as social

order reached a high level of economic, cultural, legal development of society and the state. The course towards integration is a direct result of the rethinking by society and the state of its attitude towards the disabled. Today, the full legal status of a disabled person is enshrined not only in UN documents, but also in an increasing number of national legislations, in particular, providing for unimpeded access of persons with disabilities to education.

Fifteen years ago, a UNESCO report on the state of special education for children with disabilities in 58 countries of the world (1989) recorded that 3/4 of them (43 out of 58 respondents) recognized the importance and necessity of developing integrated education for these children. The idea of ​​integrated learning is not new for Russia either. Among the pupils of mass kindergartens and students of general education schools in our country, and before it was possible to find many children with deficiencies in physical and mental development. These children turned out to be, as they would say today, integrated into the general flow, for various reasons. In some cases, at the time of the child’s admission to an educational institution, a developmental deviation could not be detected, but a poor student could be taken out of elementary school did not allow the legislation in force in the USSR. In other cases, parents, aware of their child's special problems, sought to enroll him in a regular Kindergarten or public school. The form of education chosen by the parents did not always benefit the child. Many, after several years of training that did not correspond to their individual capabilities, ended up in special schools, or even completely “dropped out” of the education system. But there were also happy exceptions, entry into the general stream was the result of a long-term corrective work carried out by parents and specialists. In this case, the child had the opportunity to study productively in a regular school, if necessary, receiving corrective assistance outside of it. Finally, in the USSR there was a practice of opening special groups in a preschool educational institution / special classes in a public school. Unfortunately, this organizational form has not become widespread, but we should not forget that it has existed for more than a dozen years.

Integration processes acquired signs of a stable trend in Russia in the early 1990s. This is related to the beginning

in the country by reforms of political institutions, with democratic transformations in society, with a turn in the public consciousness towards the recognition of the self-worth of the individual, his guaranteed right to freedom of choice and self-realization. Acquaintance with foreign versions of integration, which began in the West in the late 70s, immediately made it possible to see a number of attractive features of this approach to the education of "children with special needs". First of all, the ideas of integration took possession of the minds of the parents of disabled children, and it was they who began to actively initiate attempts in post-perestroika Russia to teach them in mass preschools and schools.

Despite the seemingly favorable message, the fate of integration in our country is far from simple and unambiguous, here the Western idea is destined to be realized in a fundamentally different socio-cultural context. Europe approached integration under the conditions of already established, legally enshrined norms of democracy and economic recovery, Russia - in the situation of the formation of democratic norms, their first legislative formalization and a deep economic crisis. Discussion of the problems of special education and integration is carried out in the West within the framework of strict legislative provisions governing the process of integration; in Russia, however, such discussions have no legal basis. In the West, there are rich traditions of charity, a wide network of non-governmental special institutions, financial benefits for philanthropists. In Russia, the tradition of charity was interrupted in 1917; at present, active charity remains a weak civil movement, not stimulated by financial legislation. In Western countries, thanks to decades of focused work by the media and the church, the idea of ​​equality of people's rights, regardless of their state of health and level of development, is deeply rooted in the public mind. In Russia, where the line of church charity was suppressed for decades, and there was an unspoken taboo for the media to cover the problems of disabled people, the attitude towards children with psychophysical disabilities, towards disabled people as a marginal part of society, was fixed in the public mind for a long time.

It is especially important that in the West the ideas of social and educational integration are carried out in the context of opposing discrimination against people on any basis -

owl, gender, national, political, religious, ethnic, health status. In Russia, integration is often declared as the need for a humane attitude towards the disabled in a situation of a sharp deterioration in the lives of various strata and social groups of the population, in an environment of permanent national conflicts. In the 90s. in the West, integration developed under the slogan of respect for the inevitable differences between people, their right to be different from everyone else. In Russia, integration in practice is carried out under the slogan of protecting the right of an abnormal child to be like everyone else.

From the foregoing, it follows that in the Russian Federation, integration processes have their own historically and culturally determined origins, and therefore we cannot avoid the need to create an original model of integrated learning. Having absorbed critically comprehended foreign experience and experimental data of domestic research, we must develop integration, taking into account the economic state, social processes, the degree of maturity of democratic institutions, cultural and pedagogical traditions, the level of moral development of society, the attitude towards children with disabilities, entrenched in the public mind etc. At the same time, it must be borne in mind that the “Russian factor” is not only other economic or sociocultural conditions, but also scientific developments in defectology that have no Western analogues, in essence, logically related to the problem of integration. We are talking, for example, about the already existing comprehensive programs of early (from the first months of life) psycho-logo-pedagogical correction, which makes it possible to bring many "problem" children to such a level of psycho-physical development that enables them to join the general flow as early as possible. Integration through early correction could be the central idea of ​​the Russian version.

It is also quite obvious that the integration of special children into general educational institutions does not remove the problem of their corrective support; without it, extraordinary students are unlikely to be able to study on an equal basis with others, to realize their right to education. Due to the non-standard situation, an integrated child will continue to need the services of a psychological support service, and it will have to monitor the success of his education, help the ward to cope with emotional and other difficulties. Therefore, for the success of the integration

In the educational space of the country, a clearly organized and well-functioning infrastructure of specialized pedagogical and psychological assistance to special children studying in a general education institution should be formed and function. Therefore, the second condition for the effectiveness of the domestic version of integration should be mandatory special psychological and pedagogical support.

a special child in a general education institution. It is necessary, in our opinion, to create a correctional unit that complements and is closely related to general education. Finally, we are convinced that integrated education is not preferable to special education for all "problem" children. This is evidenced by both Western statistics and our own experience. Integration (like any other progressive undertaking) should by no means become total. It is absolutely useful only for that part of children whose level of psychophysical development as a whole corresponds or is close to the age norm. In other cases, it is necessary to determine the useful measure and form of introducing a special child into a group of normally developing peers. Therefore, in order to "do no harm", specialists need to develop evidence-based differentiated indications for determining the forms of integrated learning. It seems to us that this is the third condition for the productive construction of the domestic system of integration. Ultimately, the decision, of course, is made by the parents, who have the right to both agree with the opinion of specialists and reject it. However, in a number of Western European countries, the following practice has developed: a parent can take a risk and insist on integrated education for a child who is not recommended by specialists for such a form of education, but in this case, parents have to pay for education. At the same time, specialists continue to monitor the effectiveness of education, the measure of the child's progress along the main lines of development, continue the dialogue with the family, and in case of obvious failure, they can insist on transferring the child to a special educational institution.

Early socialization has a beneficial effect on the formation of the personality of children and their adaptation to real life. Thanks to integration, some of the "extraordinary" children, attending the nearest public school, will be able not to be separated from their families for a long time, as

this happens when the child is studying in a special boarding school, which is usually at a great distance from the place of residence. Parents thus get the opportunity to raise their child in accordance with family traditions and values, which, sometimes, is a decisive argument for a family in favor of joint education. And specialists will have to learn to understand and accept such arguments of parents.

At the same time, we want to emphasize that integrated education in itself cannot be considered as a guaranteed solution to all the problems of the child. Collaborative learning is just one of the approaches that will have to exist not as a monopoly, but along/on a par with others - traditional and innovative. It should not displace and destroy the forms of effective assistance to the child, which have previously developed and proven themselves. Publicly rejecting the legacy of Soviet defectological science, Russian integrated education, whether it likes it or not, is its own child. In the Soviet special school, generations of enthusiasts accumulated knowledge and created theories and methods that now make it possible to successfully organize integrated education. Accepted by the general educational environment, a special child is forced to remain under the patronage of a defectologist, attending a general

class / group, he still needs a comprehensive medical and psychological

pedagogical (i.e. correctional) assistance. This is all the more necessary for a child studying in a special class of a mass school. Therefore, true integration does not oppose, but brings together two educational systems - general and special - making the boundaries between them permeable.

The Institute conducts advanced scientific development of fundamentally new educational models, in particular, institutions of a combined type (UCT), considering them as the main (but not the only) type of educational institutions in the modernized SSO (research led by Dr. Malofeev N.N. and Ph.D. Shmatko N.D.). Preschool UKT provides for:

Ordinary groups in which normally developing children are brought up;

Special groups where only children with developmental disabilities are brought up and trained (group size up to 8 people);

Mixed groups, where normally developing children (2/3) and children with a certain developmental disability (no more than 1/3) are brought up and trained at the same time. At the same time, the total occupancy of the group is reduced to 12-15 people, and the teacher of the mixed group is necessarily a defectologist.

According to the developed model, in the preschool UCT, educators of the mass preschool educational institution work in ordinary groups, and in the mixed and special - a special teacher and educator. The developed model makes it possible to provide the possibility of integration for all children with severe developmental disabilities, and at the same time integration to the extent that is useful and accessible to each of them at this stage of development. Equally important, UCT creates conditions for normally developing children to understand the fact that the community of people includes those who need special support and help from them.

It should be noted that integrated education is not cheaper than special (differentiated) education, since it still requires the creation of special conditions for a special child. As already noted, these include:

Early detection of developmental deviations and corrective work from the first months of life;

Responsible selection of children who may be recommended integrated education, selection of its forms, taking into account age, characteristics of intellectual and personal development, the prospects for mastering the qualification program, the nature of the social environment, the possibilities of providing effective corrective assistance, the participation of parents in education, etc.;

Creation of variable models of integrated education (combined, partial and temporary integration in the conditions of special preschool groups / classes at mass institutions, full integration in the conditions of raising a child in a mass preschool or school);

Availability of adequate corrective assistance to each child with a developmental disability, who is in conditions of full or combined integration;

Systematic monitoring of the development of the child and the effectiveness of his integrated education;

Providing the necessary hardware and technical conditions for successful training

of a child with developmental disabilities in a group of healthy children.

The organization of effective integrated training requires targeted training of personnel from its organizers. Its goal is to train teachers of mass schools and preschool educational institutions in the basics of special psychology and correctional pedagogy, to master special teaching technologies that provide the opportunity for an individual approach to a non-standard child. Such training includes a complex of interrelated tasks, among which several main ones can be distinguished. First of all, teachers of mass preschool educational institutions and schools should be evoked an adequate attitude towards the appearance of a special child: to form sympathy, interest and desire to teach him. Secondly, it is necessary to reveal the potential opportunities for teaching “non-standard” children. Show and prove that in conditions of professionally organized support they are able to reach the level of development of most of their peers, and in some ways even get ahead of them. Thirdly, the teacher's acceptance of an integrated student as an ordinary child should be combined with a clear understanding of the characteristics of his mental development, cognitive activity, and the strengths and weaknesses of his personality. Fourthly, it is necessary to specifically teach how to establish interaction with parents and close circle, to teach cooperation and partnership. And, finally, it is necessary to acquaint teachers with specific methods and techniques of corrective support for the child in the system of preschool and school integrated education, to give them an idea of ​​the current system of special education. We note with satisfaction that in many territories these tasks are already being solved.

It is necessary to create legal support for the national integration program in Russia, which, as already noted, is practically absent today. There are only documents of a general nature, reflecting the view of what should be the position in society and the state of persons with special needs. These are the already mentioned UN Declarations: Declaration of the Rights of the Child, 1959; Declaration on the Rights of the Mentally Retarded, 1971; Declaration on the Rights of Persons with Disabilities, 1975; Convention on the Rights of the Child, 1975. The mentioned documents recognize the inalienable right of a disabled person to a decent life, to provide him with equal opportunities with other members of society, which for a child means, first of all, the right to freely

choose (through parents) the form and method of receiving a standard education. Thus, one of the documents declares the need to ensure “a child with special needs effective access to educational services in a way that leads to the fullest involvement of the child in social life and the achievement of the development of his personality” (Convention on the Rights of the Child, art. 23 p. .2.).

The Russian Law "On Education" in this context should also be regarded as a document of a general nature. It states in a separate line that parents have the right to choose both a special and a mass educational institution for children with severe developmental disabilities. The basic legal document for the implementation of the integrated education program should be the Law of the Russian Federation on Special Education, which still exists as a draft. In the previously prepared draft Law, integrated education for persons with physical and (or) mental disabilities was recognized as one of the equivalent forms of their education (section II, article 7, paragraph 1 c; section III, article 10, article 11, paragraph 1 ). The draft Law fixed a very important legal norm: “Persons with physical and (or) mental disabilities have the right to integrated education in accordance with psychological, pedagogical and medical indications, provided that a general educational institution can provide them with the necessary specialized assistance. An educational institution of a general type has no right to refuse admission to such persons on the grounds that they have a physical and (or) mental disability in the absence of contraindications to education” (section III, article 11, paragraph 2). Unfortunately, the document, born back in 1994, did not see the light of day after a decade. But in addition to the main law, there is an urgent need for a whole list of by-laws that would regulate the practice of integrated learning. We consider the following as priority measures of the legislative order:

Legislative definition of the status of an integrated child, including the possibility of receiving adequate corrective assistance in the required amount at the place of study, and the status of mass kindergartens and schools that accept a child with special needs (maximum occupancy of groups and classes, additional remuneration of teachers, etc.) ;

Legislative support is necessary

the feasibility of training and retraining both teachers of mass preschool and school institutions, and defectologist teachers to work in the new conditions of integrated learning; making changes to the status of special educational institutions by supplementing it with the functions of providing correctional assistance to integrated children;

Carrying out targeted work with society to prepare it for the acceptance of a person with disabilities;

Making changes to the material and technical support of mass educational institutions to create conditions for the upbringing and education of disabled children and children with developmental disabilities.

The Institute of Correctional Pedagogy of the Russian Academy of Education believes that the implementation of a balanced, coordinated policy in the field of education, which equally ensures the further development of both the system of special education and integration processes, will ensure, not in words, but in deed, the right of parents to choose the educational route of a special child. Genuine integration in education can take place only if the specialists working in the system of general and special education can themselves stop the confrontation and unite. We adults need it, but children need it even more.

© Malofeev N. N., 2005

We are proud to have among our alumni Malofeev Nikolai Nikolaevich, doctor pedagogical sciences, Professor, Vice President Russian Academy education, director of the Institute of Correctional Pedagogy of the Russian Academy of Education (from 1992 to the present).

Nikolai Nikolayevich graduated from the Defectological Faculty of the Moscow State Pedagogical University in 1973.

After graduating from the defectological faculty of the Moscow State Pedagogical Institute named after M. V. I. Lenina worked as a teacher-speech therapist at an auxiliary school in the village of Tevriz, Omsk Region, a speech therapist and head teacher of the Moscow Regional Children's Psychoneurological Hospital.

In the 80s, fate binds N.N. Malofeev with the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR. Here, under the leadership of M.V. Ippolitova, he deeply studies the problem of the formation of the vocabulary of junior schoolchildren with cerebral palsy and in 1988 defended his PhD thesis.

From 1989 to 1992, Nikolai Nikolayevich was the head of the Department of Special Boarding Educational Institutions and the Protection of Children's Rights of the USSR State Education and Advisor to the Minister of Education of the Russian Federation on the problems of correctional pedagogy and difficult childhood. During this period, he studies and analyzes the patterns of formation of special education systems in Russia and Western Europe. The result of many years of research is the concept of periodization of the development of special education. N.N. Malofeev shows the evolution of the attitude of the state towards children with severe developmental disabilities, analyzes the process of formation and development of special education systems, methods of scientific forecasting of their development trends. In 1996, Malofeev N.N. defends a dissertation for the degree of Doctor of Pedagogical Sciences. The results of this study are summarized in the monograph "Special Education in Russia and Abroad" (1996), which is still popular among speech pathologists and has not lost its relevance.

The merits of Nikolai Nikolaevich Malofeev are duly appreciated by the state and recognized in the professional community at its various levels.

So, in 1999 he was elected a corresponding member of the Russian Academy of Education, in 2005 - its full member, and in 2017 - Vice President of the Russian Academy of Education. His work was marked by honorary government awards, including the badge "Excellent worker of education of the USSR", the medal to them. K.D. Ushinsky, the Order of Merit for the Fatherland, II degree, etc.

We invite you to watch N.N. Malofeeva at the plenary session of the International Symposium "Specific Language Disorders in Children: Issues of Diagnosis and Corrective and Developmental Influence", organized by the Department of Speech Therapy of the Moscow State Pedagogical University in August 2018.

(b. 1948) - Russian defectologist, specialist in the field of special psychology and correctional pedagogy, methodology for comparative analysis of the formation and development of education systems in different countries of the world, forecasting trends in the development of education systems for children with developmental disabilities. Dr. Pedagogical Sciences (1996), Corresponding Member. RAO (1999). Member international scientific society The Orton Dislexia Society (1997). Awarded with a medal. K.D. Ushinsky. After graduating from the defectological faculty of the Moscow State Pedagogical Institute. IN AND. Lenin (1973), worked as a speech therapist in a special school in the village of Tevriz, Omsk Region (1973-1975), and then as a speech therapist and head teacher of the Moscow Regional Children's Psychoneurological Hospital (1975-1981). From 1981 to 1989 he worked at the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR. Since 1992, he has been the director of this institute, which, in connection with the reorganization of the APS of the USSR, was renamed the Institute of Correctional Pedagogy of the Russian Academy of Education. The accumulation of successful practical experience in providing speech therapy assistance to children with cerebral palsy allowed M. during the period of work at the Research Institute of Defectology of the Academy of Medical Sciences of the USSR to conduct under the guidance of M.V. Ippolitova is one of the first studies in the field of vocabulary formation methods for younger schoolchildren with cerebral palsy. This study was the basis for Ph.D. dis. (1988) and published in the form of a methodological manual Formation of the vocabulary of younger schoolchildren with cerebral palsy. In the 1990s M. conducted a detailed study of the processes of formation and development of the domestic system of special education, during which a new methodological approach was developed to a comparative analysis of special education systems in different countries of the world; the evolution of the attitude of the state towards children with severe developmental disabilities is shown, the process of formation and development of special education systems, methods of scientific forecasting of their development trends are analyzed. The results of the study were presented in Dr. dissertation: The history of the formation and development of the system of special education in Russia (1996) and summarized in the monograph Special education in Russia and abroad (1996). The monograph justified the need for a transition to a new type of special education system, identified the main characteristics of this system, and emphasized the need to develop a new conceptual apparatus of modern special psychology and correctional pedagogy. In the same period, M. supervises the creation of a number of experimental sites in different regions of Russia, where new models of educational institutions developed at the Institute for children with developmental disabilities, new programs and technologies for their education are being introduced. In 1999, having headed the Department of Correctional Pedagogy of the URAE, he paid special attention to the problem of developing the ability of future specialists to analyze the driving forces and trends in the development of the special education system, their ability to use the tools of scientific analysis of innovative approaches to special education. The program of the student training course Sociocultural foundations of special education and prospects for its development in Russia in the 21st century (2000) is being published, and work on the two-volume textbook Special Child in a Changing World (2002) is being completed. In addition, M. is the author of books: Special education in Russia and abroad, M., 1996; Special education in Russia: yesterday, today, tomorrow, (Utrecht, Holland), 1996; Special Education in Russia: Historical Aspects (USA), 1998; Socio-cultural foundations of special education and prospects for its development in Russia in the 21st century, M., 2000; Integrated education in Russia: tasks, problems and prospects, M., 2000; Prospects for the development of educational institutions for children with special educational needs, M., 2000; History of formation and development of special education in Russia, M., 2001. O.S. Nikolskaya.

A eulogy of inclusion, or a speech in defense of oneself

N.N. Malofeev

Institute of Correctional Pedagogy of the Russian Academy of Education, Moscow

The published material, unusual in its form of presentation, but corresponding in its content to the format of a scientific and analytical article, expresses the attitude of the author, both as a scientist and as a citizen, to the far from unambiguous processes of modernizing the education system for children with disabilities carried out in the Russian Federation.

Keywords: children with disabilities, integrated education, inclusive education, experience of inclusive education in Western countries, problems of inclusive education, conditions and risks of development of special education in Russia.

Editor's Preface

I will allow myself to assert that for more than 40 years of the existence of the Defectology journal, no works of this genre have appeared on its pages, combining the strict factology of scientific research and the language of ironic panegyric in the spirit and style of Erasmus of Rotterdam. What prompted (or forced?) the author - Academician of the Russian Academy of Education N.N. Malofeev, a well-known scientist in the field of history, theory and methodology of special education - to turn to such an unusual form of discussion of the problem of inclusive education for children with disabilities? I can assume that the long-term debate of officials, specialists, members of the public, and others, and others about what inclusive education is, in what form it will take root in Russia and whether it will take root at all, will children benefit or harm from it - gradually “blurred” the essence of this problem and took it away from the sphere of concerns about the fate of children in the field of economic interests, political, financial and other conjunctures. Therefore, it seems to me that the author is simply tired of continuing to try to call common sense to no one knows, or, moreover, to discuss all this in a serious and strict scientific manner, but no one knows with whom.

Bitter, but not aggressive, not accusatory, but rather saving irony that permeates the text of the published work, in my opinion, is very accurately chosen by the author, as the intonation of a friendly dedication to the problem, an unobtrusive call to the reader to think together, and then give him the will and the ability to decide for yourself how to relate to both the written and the unsaid.

Our readers, for the most part, as I see it, are thoughtful, educated people and, most importantly, not indifferent to how the ways of educating and raising children will be determined in Russia, for whose benefit they made their professional and human choice. First of all, the words of the author are addressed to them.

Deputy chief editor

I.A. Korobeinikov

In recent days, returning from Pskov, to the capital dear to my heart, and not wanting the time spent on the train to be wasted in empty conversations, alien to lofty reflections on the current state of special education, I preferred to reflect on our joint deeds in the good field of concerns about children with disabilities, remembering with tenderness the abandoned participants of the international conference, no less than me, overwhelmed by the same sorrows.

The abandoned interlocutors, despite their sincere dissatisfaction and concern with the existing state of affairs, showed during the discussion affability and sympathetic interest in the research of pundits (most of which, in truth, are pundits today), and did not demand, in contrast to mentioned know-it-alls, immediate total inclusion, which I was so afraid of before our personal meeting.

Forgive me, dear reader, but having fallen into warm memories of the intimate atmosphere that reigned in frosty Pskov in February, I did not say that the issues discussed there were by no means simple or speculative, but aching and hot, because they concerned the fate of people who had difficult and multiple violations.

At this point, I will interrupt my reminiscences, as I hear the alarming ringing of solar-copper ammunition, hastily put on by wary warriors for politically correct terminology, who with a keen eye have spotted the heresy of hated defectology in the last line. I will reassure you, zealots and keepers of the heavenly word of the missionaries, tirelessly circling over the gloomy bastions of Russian special schools and especially boarding schools, catching up with a wave of tireless wings a storm that can plunge them into dust. Please do not rush to call to the ax highly respected representatives of structures responsible for preschool and school education of children with disabilities, as well as parents of these children, pedagogical inclusion specialists who have short-term courses behind their backs or consider themselves as such out of the call of their hearts, supporters of permanent innovations, topics more than polemicists who doubt the correctness of the multiplication table and live in the fury of the struggle for its revision!

The author of this bitter speech in defense of himself would not have risked disappointing from the very first lines, much less offending the reader dear to his heart, on whose spiritual generosity and soundness of mind the desired justification exclusively depends. The demonic, according to the faith of the zealots of the purity of the Salaman letter, the phrase "Creating a network, coordinating and cooperating in working with people with severe and multiple disabilities in Russia" is not a provocation of the narrator, but the official name of the conference, proposed and adopted by its organizers, mainly raising those same children and teenagers, for whom everything was started. And the demand from parents is not great! Parents, our long experience teaches, are not so sensitive to the sublime music of definitions, they are intoxicated and attracted by the spirit of Salamanca, not by the letter, but by the real fate of their children.

The corrosive reader, familiar with the works of the great Erasmus of Rotterdam, no doubt, guessed from the first lines of our modest paperwork how much the mocking Netherlander is revered by the writer. We will no longer hide behind the back of a genius, innocently twisting his words, but we will borrow them honestly and clearly, especially since, firstly, the Erasmus style is more beautiful, and, secondly, the author of this opus was in Rotterdam within the framework of the Russian-Dutch educational project, which means "the right has". “I don’t want you to suspect me of wanting to show off my wit in the manner of most speakers. For after all, they, it’s a well-known fact, when they read a speech that they worked on for thirty years, and sometimes someone else’s, they make it clear that they composed it for the sake of a joke, in three days, or simply dictated it by chance. If we had a divine gift, we ourselves would have written the same word for word, but Erasmus was ahead of us, and therefore we borrow the quote.

I declare, dear reader, it was not the desire to cheer or provoke you with a sharp word that forced you to dull goose quills and waste ink that is now so rare and expensive for nothing to do. We do not have the wretchedness to blaspheme inclusion, but without prejudice to think about this overseas curiosity, we believe the time has come, so that they do not later reproach that it is simply “for our brethren it is very pleasant to admire everything foreign.”

For a long time, natural shyness, low awareness of the subject of discussion and the fear of being branded as a retrograde, worse than that, a reactionary, made me keep my feelings in check. However, over the past two or three years, inclusion has been talked about so often and vividly that I wanted to contribute to this loud discord. (I doubt whether it is possible to contribute to the choir, but it sounds beautiful, and then I will not black out).

Fearing to arouse fair reader anger by the assumption of the author's mossy conservatism or his engagement by stubborn defenders of the segregation system of special schools, we will immediately inform you: the writer of these lines is a longtime adherent of the integrated education of disabled children. Realizing that there is no faith in words, he is ready to present documentary evidence to the high court of the public, in particular, not without the hot participation of our born, nurtured and highly administratively recognized draft program of the USSR State Education Committee (1992), as well as regularly published since 1992 years, numerous articles, interviews, and other publications, in which pedagogical water was abundantly poured into the mill of integrated education for children with mental and physical disabilities, as they were then called by the simplicity of their souls.

“So that no one thinks that I, without due right, appropriated the title of a pioneer of school integration in domestic Palestinians, I will ask the doubters to flip through the yellowed pages of the Defectology magazine. “True integration,” we wrote in 1994, “implies the creation of an original model of education that unites, rather than opposes, the two systems of mass and special education. A prerequisite for integration is early detection and early psychological and pedagogical correction. Based on this understanding of the integration approach, the Institute posed the following problems:

1. study of foreign experience in this area (Russian-Flemish project "Integration"); development of criteria for selecting children for integrated education, taking into account their age, the nature of the primary defect and the characteristics of the manifestation of a secondary defect, the ability of parents and teachers to provide effective corrective assistance;
2. creation of experimental sites for the implementation of an integrated approach to teaching preschoolers and schoolchildren with hearing and vision impairments, where correctional assistance is provided by speech pathologists.

The Institute plans to prove with the help of experimental data that it is not the exclusion and displacement of special institutions, but the interaction and interpenetration of the structures of mass and special education that underlies the progressive development of the entire system of state assistance to children with special needs and the actual integration approach. .

I swear, I stood up for integration sincerely, with all my heart, with an open visor, without scoffing, like a grandfather who disappeared in the 1930s, who loved to say: “I am for the collective farm! But not in our village!” The author FOR social and educational integration, FOR integration in our Russian school, does not bother the ingenuous author and inclusion, however, he understands not “the only right way”, but one of the possible options for including a child with disabilities in the general stream. The sincere, many-voiced call to destroy the domestic special school, which is not adequate to the spirit of our obscure time, is alarming, because the ancients knew: “To break is not to build, the soul does not hurt!” true in itself, but that dense veil of incense smoked around the divine inclusion, which does not allow to see its real appearance.

It would seem that it is easy to tap into the life-giving spring of good knowledge, constantly nourished by the joint efforts of experimental researchers and practitioners who are wise in the matter of inclusion, and quench your thirst, but it is very difficult to find that uncomplicated source. Describing their own ideas about inclusion, some heralds of its arrival, for reasons unknown to us, voluntarily or unwittingly, envelop the impressionable mind of the uninitiated in a dope fog (variant - foggy dope). “Inclusion is based on the ideas of a single, educational space for a heterogeneous group, which includes different educational routes for certain participants. Inclusion comes from position general pedagogy and psychology, focused on the child, taking into account his educational needs. The goal of inclusion is not the integration of children with disabilities, but “one school for all”. The integration of children with disabilities involves: the impact of society and the social environment on the personality of a child with developmental disabilities, that is, his adaptation to the environment; active participation in this process (subject-object role) of the child himself; the improvement of society itself, the system of social relations, which, due to a certain rigidity of requirements for its potential subjects, turns out to be inaccessible to such children.

We sincerely offer a daredevil who is able to translate a highly wise maxim into the language of native birches, patiently explain to those who are not as smart as he is, how “one school for all”, even if you make your way to it through the educational landscape by the shortest individual route, will allow you to reach the level of maximum development, for example, a child with hearing, vision, emotional spectrum, multiple or combined disorders. We will ask the sun-like sages, who have overcome the first, seemingly insoluble riddle, to explain the nature of "active participation in this process (subject-object role) of the child himself." Having opposed inclusion to integration, its zealot, in the paragraph below, still hopes for the possibilities of the latter. Perhaps the clearest of the desires of an innovator fascinated by inclusion is “the improvement of society itself, the system of social relations, which, due to a certain rigidity of requirements for its potential subjects, turns out to be inaccessible to such children.” Our bad Latin does not allow us to understand exactly what the instructor wanted to say, otherwise we would understand how to successfully include the child in an environment inaccessible to him until society improves itself. Being in dreary bewilderment, let us console ourselves with the dream that the planned changes in society will take place before Charon begins to carry his fellow travelers in the opposite direction.

“No mortal can live with pleasure without being initiated into the mysteries” of how inclusion gained strength in the countries that are now cited as an example to us. Therefore, let us leave for a while the thickets and groves of the homeland, and by the power of imagination, my strict judges, let us go beyond its borders, first of all, to the homeland of the Olympic gods and titans, the experience of inclusion of which is often mentioned in their speeches by connoisseurs. As guides, it goes without saying, we will invite the proud children of Hellas. “The fact that the majority of children from the risk group study in a public school does not mean at all,” write Vlasu-Balafuti A. and Zoniou-Sideris A., “that we are dealing with precisely the integration that is designed to ensure optimal socialization and social adaptation disabled children. This is formal integration, which in its essence is tantamount to complete rejection. Such integration is a consequence of poverty: there are simply no funds for the creation of specialized educational institutions. They are forced to attend ordinary schools, where, abandoned to the mercy of fate, they find themselves in an extremely disadvantageous situation. I would not like to seem instructive, but we have to clarify with bitterness that the assessment of the situation was given by researchers before the start of the global economic crisis, from which Greece suffered (and continues to suffer) harder than many other EU members.

Without the alchemical gifts of Zeus the Almighty, we will not be able to shed a golden rain on the educational system far from us, but we will try to lead it out of the darkness of ignorance by offering a brochure recently translated into our language and recommended to the unprepared teachers of the Russian Federation. The preface says: “The author believes that teachers are professionals who have the skills and desire to teach and accept all children. However, due to gaps in vocational education and the lack of sufficient support, some teachers feel intimidated when faced with the challenge of accepting into a class a student who, at first glance, requires special training that they do not have. This book says that educators, as professionals, are trained to love all children, and this is the training they should have. Teachers can and should teach everyone!”

Why didn't the descendants of Plato and Aristotle, Ovid and Sappho come up with such a low-cost way, it is enough to teach the teacher how to love! For it is said: if teachers fall in love, they “can and must teach everyone!” True, some unfortunate doubt about the omnipotence of teacher's love provokes official data cited by Greek researchers.

“The Law on Secondary Education of 1985 designated as the main direction of development general education a course towards creating conditions for teaching children with various kinds of developmental disabilities within the framework of the mass school. But in practice, this task turned out to be very difficult. Children with severe physical or mental disabilities find themselves in an educational environment that:

1. was originally created without taking into account their specific problems;
2. by its nature, it is rather rigid and non-adaptive;
3. focused mainly on the unification of the content of education and teaching methods;
4. is based mainly on the assimilation of fairly abstract material, requires good intellectual abilities, the ability to express one's thoughts orally.
5. includes a knowledge control system focused on the competitive selection of the most prepared for further education. Thus, exams are a serious test of very specific abilities.
6. far from fully provided with qualified teachers and quality teaching aids.

Oh, immortal gods, why did I drag my gullible reader under the olive trees of ancient but economically weakened Greece? Indeed, well-informed researchers, who in a number of their large-circulation manuscripts write no less passionately about the all-consuming love for disabled children, honestly admit in others: “Foreign economists, educators and sociologists have proven the higher social and economic efficiency of inclusive education: the budget of a special educational institution is many times the cost of educating a child with a disability in a public school, even taking into account the costs of retraining teachers, introducing additional specialist staff and refurbishing schools; the high social effect of joint education of children is also calculated. A significant contribution to the development of the ideology and practice of inclusive education in Russia could be made by private schools and kindergartens…” . “Financial aspects are of no small importance in the development of integrated learning. Thus, an analysis of data on actual annual expenses for the maintenance of one child in various types of educational institutions shows that in a special boarding school (about $ 100) they are about 5 times higher than in a general education school (about $ 20) ". "In developed countries, schools receive funding for children with special educational needs, so they are interested in increasing the number of students officially registered in this way." “Such statistics in Russia are not taken into account in university rankings, while in the UK, for example, the amount of targeted budget funding depends on the number of students representing the social groups of the poor, migrants, and the disabled, as well as on the availability of programs to prepare these applicants for entering a university.”

The language does not dare to admit that the kaftan of inclusion is elegant in every way, after you see its economic lining. My restless soul comes to confusion and amazement: from one flank, righteous words about selfless love for the weak and defenseless are heard, from the other, the cold rumble of trumpets of mercantilism, economic expediency and minimization of budgetary financing of education is heard. They are blocked by appeals from wealthy Western missionaries to a poor Russian teacher to love his ward for little money. And the hoarse flute of anxiety is getting stronger and stronger: is it generally indecent to talk about the meaning and goals of special education today?

“Inclusive education is by no means a luxury available only to countries with high level income. Indeed, many of the most innovative and radical developments are taking place today in low-income countries such as Lao PDR. , Lesotho, Morocco, Uganda. Experience has shown that there are ways to create inclusive practices at the local level that do not require additional funding: student collaboration, parent participation in the classroom, teacher problem solving and mutual support have proven to be effective.”

However, leave us, insidious goddess of memory Mnemosyne, the reader does not care about the children's hallucinations of an aging author, let's return to today, to the bright sun and equal rights to education. There is no need to ask questions, where the European sun is hottest, where the inquisitive mind of a Russian researcher seeks for the experience of inclusion from the cold north, there is no need to ask, the name of the desired land is known - Portugal. And therefore - forward, without fear and doubt!

“Portugal has adopted a law on compulsory inclusive education. There are about 60,000 children with special educational needs in the country. In the practice of these educational institutions, inclusion is considered in 3 aspects: as a new pedagogical model, the social order of society, and, finally, the legal side of inclusion is being studied and developed. The latter direction determines the existence and development of individual legislation in each country in relation to persons with health problems. Five and a half thousand teachers help 96% of children with developmental disabilities to get an education in preschool and school institutions. 4% of children with disabilities study in specialized schools, who also, along with these schools, as a rule, attend a regular school several days a week according to an individual plan. These days, specialists provide the necessary assistance to children with health problems and their teachers in the educational process, in solving issues of communication with peers and teachers, as well as issues of the medical and social aspect. Asitinerant teachers (visiting children in several kindergartens, schools) physiotherapists, psychologists, occupational therapists, specialists in expressive therapy (teachers of music and dance), psychomotor development, speech therapists, social workers, etc. .

So good luck, we are on the right track, here is the ideal: “96% of children with developmental disabilities” are included (included) in preschool and general schools! The simpleton, by the nature of his heightened sensitivity to terminological political correctness, will turn his eyes back and re-read, alas, with the same result: "children with developmental disabilities." How is it possible, after all, this indecent phrase now contradicts the spirit and letter of the Salaman Declaration, do the historical feuds between Portugal and Spain leave a sad mark in this area as well, or a Russian professor who has repeatedly studied the problem of visiting the place, “is not in the know”, but in this Is it possible to trust other testimonies? “It would be better to bypass them here in silence, not to touch them,” the sage advises, but how to build a defense without resorting to facts? So let's go back to the original source.

“At school, each student (a group of children) with severe problems of intellectual, sensory or motor insufficiency is accompanied in the lessons by a teacher. As a rule, he does not have a special pedagogical (or generally pedagogical) education. His tasks include helping with the tasks of the teacher, when moving the child from class to class, to the canteen, gym or to the sports ground in the school yard. As a rule, every child spends all the changes in the air, doing outdoor games. Attending lessons and evaluating his activities are determined by the individual development program. Pupils of this category come to the lessons of their native language (in some cases, in older grades - and foreign), reading, labor and some others. As in the initial high school 22-24 children study in each class. If it includes a student of this category, the number of students is reduced to 20. Children with a complex defect structure (as a rule, high school students) spend most of their time in special rooms or a library. Two rehabilitation teachers work with them on special individual programs, which include not only the development of social skills, the study of the basics of academic disciplines (learn to read, count, write), but also a number of recreational activities (visiting a swimming instructor, etc.) ” .

The joy of getting acquainted with the presented model is only the belief that the epithalamus sounding to it will not disturb the hearing of the departed titans of domestic defectology, otherwise their shadows would appear to the author and ruin the wedding of a polytechnical special school with captivating southern inclusion. It is difficult for a simpleton who does not have a good glass of port on hand to understand how good it is for people who take responsibility for the education of a student with disabilities and at the same time "have no special pedagogical (or pedagogical) education at all." To provide assistance "when moving a child from class to class, to a canteen, a gym or a sports ground", we admit, they can, however, it is not entirely clear (if there are 96% of disabled children in the general flow) as " each Does the child engage in outdoor games? You read: “high school students with a complex structure of the defect spend most of their time in special rooms or a library,” and you involuntarily wonder where they “spent their study time” at primary school age, did they really engage in outdoor outdoor games only? The ability to swim is expensive and significant for any descendant of Magellan, and therefore we will not torment the swimming instructor with questions. But whether children with disabilities of primary school age are taught in the Portuguese school to “read, count, write”, it is extremely difficult to find out from the quoted text without visiting the country. In short, the charm of the described inclusion is doubtful, but the call to it is so intoxicating that a neophyte full of courage is able to replenish the army of "wandering teachers" and rush to destroy the hated mills of a special school, because on the fresh ruins of themselves - by one teacher's love - castles of inclusive education will subsequently be woven , of course, as we remember, under the condition of "active participation in this process (subject-object role) of the child himself."

At a cursory glance, the landscape of inclusion on the Iberian Peninsula bewitches with its rough simplicity; It is not easy for them to be among healthy peers. Therefore, in a number of schools, the days of the "Special Child" have already become a tradition. All schoolchildren are invited to sit in a wheelchair for a while, blindfold with a handkerchief. Then they share their feelings and experiences on a huge poster "If I'm not like that, then ...". Children's statements written on it make you reevaluate a lot in life, become kinder to those who are deprived of human joys. .

Timid at heart, I don’t have the courage to force you, my compassionate reader, to “share your feelings and experiences on a huge poster”, and there’s no time for group catharsis, because I have to puzzle over another author’s riddle: why in a country that not yesterday adopted a law on mandatory inclusive education, until now children with special educational needs “are not easy to be among healthy peers”? Are we being seduced by the mirage of inclusion? Perhaps the subtropical Mediterranean, mild climate without extreme temperature fluctuations can warm Fata Morgana, but should its optical wonders try to bring to life in our weather conditions?

Away, away from the sunny shores of the Atlantic Ocean, without looking back, or we will have time to hear after that “the principle of individual inclusion in Portugal lies in the fact that it pursues not so much educational goals as it becomes a turning point for the socialization of children with developmental problems. Most often, children with a homogeneous and non-gross violation are included in the educational process. We will not show a painful interest, asking where, given the almost complete, according to the author of a scientific article, transfer of children with disabilities into the general stream, those who have disorders of a pronounced or combined nature are divided. And if individual inclusion in Portugal “pursues not so much educational goals as it becomes a turning point for the socialization of children with developmental problems ”, let's leave such an original model around the corner and go to foggy Albion.

“In England, now any documents, one way or another related to social policy, are full of the words “inclusion”. But this does not mean at all that the authors have in mind some kind of radical transformation of the existing system. Take Tomlinson's (1997) report entitled "Inclusive Learning": inclusion is defined here as "the search for adequate resources to meet the specific needs and individual activity styles of each student." Not a word about participation in the life of the class and school, or even about the need to constantly be in the school team. In this sense, "inclusion" turns out to be a weaker concept than "integration", which implies inclusion in a single educational environment.

However, when we mention the British model of inclusion, let's rest the fountain of critical eloquence, since even new believers know that it is fundamentally different from the models of the previously mentioned countries. In England, inclusion has other forms, however, the legislation is different there, and the economy, and mentality, and civil society, and traditions, and the experience of active charity, and the history of the education of disabled children ... That's what the unprepared reader should have been warned about from the very beginning, the set of letters that make up the word inclusion is constant, while she herself, depending on the country of residence, changes her appearance, like a glamorous fashionista, here she is alone, there is completely different, you call her by her official name, and turning around and not familiar you at all.

The diversity of inclusion explains why the story of G. Stangvik, an expert on the policy of integrated learning in Norway, is different from everything that we have learned before him. “It is important to define the goals and methods of integration in such a way,” writes a researcher from Scandinavia, “so that this policy covers the widest possible part of problem children and opens wide prospects for them. The problems that children with various types of pathologies have in the learning process are extremely diverse both in terms of typology and in terms of their severity. The success of integration is possible only if the full range of individual needs of children is taken into account and if all the educational opportunities available to the school are used. With tears of joy, I want to put my signature not only under every phrase, under every letter, because this is exactly the image that was dreamed in sweet dreams about the rights to education of children with disabilities in Russia. And when you wipe your happy tears, you will see a completely different face appear through the printed lines in black on paper: “Inclusive education at the classroom level is no more than good education anywhere else. Many teachers are already teaching inclusion without additional specific training (the example of Lesotho) . A project has been launched in Lesotho to provide intensive training workshops for local teachers on inclusive education. Despite overcrowded classrooms and a lack of core resources in the 10 selected pilot schools, it was found that most teachers already teach in an inclusive manner, ensuring that all children, even those in the most crowded classrooms, participate in class, understand assignments, or receive the necessary support from other children. Teachers can confidently refer children to local health professionals for common eye or ear infections that could interfere with a child's education. The successful implementation of the project in the pilot schools prompted the government to adopt the principle of inclusion of children with disabilities as a national policy and to expand the number of schools participating in the project.” No, the British, the Dutch, the Germans, the Scandinavians and many other nations living in the countries of prosperity do not honor such inclusion in their lands.

“To some of you, perhaps, it will seem that in my words there is more impudence than truth. But let's take a closer look ... ". The Standard Rules for Ensuring Equal Opportunities for the Disabled (December 1993) mention the system of special education without any piety, as if it had been built over the previous two centuries not so much by the efforts, mainly of ascetics and altruists who were sympathetic to the fate of disabled children, but by the malicious intent of those tormented by agoraphobia fans of closed-type establishments. And although the special school continued to play a prominent role in the “education of the disabled” segment, mentioning it, all the more with a kind word, becomes obscene, like a wife left behind at a new wedding. Why did we dare, instead of praising the charms of inclusion to the approving applause of its admirers, not being afraid to arouse ridicule, and even the wrath of a strict court, to blaspheme what should be glorified? Our untalented pen is driven not so much by envy of people who have traveled the world at the expense of the inviting party, who firmly believes that the funds invested in the reception will miraculously transform the dull educational landscape in which wild Russians have strayed for a long time, but by a stupid resentment for forgetting the great legacy of the deeds of their own Platons and quick-witted Newtons of domestic pedology and defectology.

Inclusion, we argue, has several ways of being or, in the language of theology, hypostases. Having set out to justify in the eyes of his contemporaries both the special school and himself as a person who worked for its benefit for many years, I would not like to fall into the grave sin of opposing a conservative institution - a special educational institution - to a progressive institution, the essence of educational integration or inclusion. Of the well-known incarnations of inclusion, we are close to one that does not come down, in the language of the common people, to the voluntaristic transfer of a child with disabilities to the general educational environment for the sake of only gaining social experience and contacts. We are taught: “Inclusion is about reforming schools and redesigning classrooms so that they meet the needs and requirements of all children without exception” . The dreamy wizard, the hero of Yevgeny Schwartz's fairy tale play "The Snow Queen", preceded each of his sorcery with a magic spell: "Crible, crable booms!" Today, the witchcraft plot in creating an “inclusive school” sounds no less mysterious: “Ramp, elevator, convenient toilet!” Let us modestly lower our eyes and not allow ourselves to be drawn into a scholastic dispute about the advantage of a toilet adapted for a disabled child over a toilet that is not adapted, because with the presence in Russia of schools with “conveniences on the street”, we can go far from the main question of discussion: under what organizational form of education, a child with disabilities is able to reach the maximum level of development. Without resorting to any allegory, let us boldly declare: we are close to that inclusion that does not come down to “reforming schools and redevelopment of classrooms”, but that which is ensured only if there is no educational institution that opens the door for a child with disabilities, physical, psychological or other barriers, and the availability of competent teachers, appropriate methodological and technical equipment.

But, perhaps, for the captious reader, the exhortations of a compatriot are not a decree? In this case, let us turn to the authority of a person, perhaps better than others, who is oriented both in the problem of inclusion, and in the problem of integrated learning, and in the nuances of special education. Professor of the University of Lethbridge in Alerta (Canada) Margret Winzer - author a large number monographs on the history of the emergence of a special school, the formation and development of national systems of special education for children with disabilities in Western Europe, the USA and Canada - in 2009 she published a book with the remarkable title "From Integration to Inclusion" . M. Winzer is not a missionary who must carry the teachings to barbarian territories at any cost, she simply states her position, generously acquainting the interested reader with the sometimes mutually exclusive opinions of people according to whose blueprints the West built inclusive education.

“At the dawn of the inclusive movement, proponents of full inclusion have taken over the field of moral and ideological foundations. They "re-edited" special education with new assumptions, systems, procedures, and spawned endless projects, ideas, keywords, phrases, and metaphors. But they also tried to block discussions and tended to use inclusive reform as a tool of ideological intimidation. Their rhetoric often contained angry righteousness, it was the tone of angry evangelists in their rage against heretics and unbelievers. . . Inclusion activists were masters at organizing the adoption of reform documents, using this to inflate the price of inclusion, recognizing it as the only way to treat people with disabilities with respect. The promoters of this idea (the promoters) acted more extremist than adequate: they built their logic on the diseases of special education, which has been the center of discussion since at least the 1960s. Being non-inclusive soon meant being out of educational fashion. Sober and prudent voices were drowned in a surge of rationalizations that were essentially value-oriented, philosophical and conceptual. Theories were reduced to brief statements, language was filled with slogans, belief systems were simplified. Inclusion relied more on moral justice than on what experience could be a real basis. The layers of rhetoric and argumentation were generated not only by the need to resolve the dilemma of special needs and special education, but also by the connection with it of the reigning concepts of equality and social justice.

The advocacy of full inclusion began with moral and a priori desirable premises (to end discrimination and segregation), but it moved from this point to unviable assumptions and attitudes. Over time, the promotion of full inclusion, despite all the initial appeal, could not resist rational considerations. By the mid-1990s, the passions around the reform movement had died down, and research was brought to the fore. More conservative points of view became predominant, which advocated selective inclusion based on the individual needs of individual students. .

By the end of the 1990s, a cautious counter-movement began. As conservative votes gained in numbers, hysteria and zeal for inclusive reform crowded out more sober thinking.Children and young people with mild disabilities were more likely to be in the general classroom; with severe disabilities, they studied in special classes, schools or conditions. Deaf and blind students, children with complex disabilities or severe emotional disorders made up the largest proportion of those in special schools (McLeskey, Henry & Hodges, 1999)" .

“Truly, it would be foolish to cite further similar examples”or to prolong an already lengthy speech, since the truth is not in extremes, but in reasonable assistance, the community of the school of special, integrated education and inclusion, at least in the near historical perspective. As for the chosen way of talking about sublime objects in an ironic tone, this is a direct adherence to the recommendations of Erasmus: “allowing games for people of all ranks, is it fair to refuse them to a scientist, especially if he interprets funny objects in such a way that the reader is not completely stupid, will extract is this more useful than any other pedantic and pompous reasoning? As for the absurd reproach of excessive harshness, I will answer that it was always allowed to mock with impunity at everyday human life, so long as this liberty did not turn into frenzy. I am very surprised at the tenderness of modern ears, which seem to endure nothing but solemn titles.

On this we part, my insightful Reader.

Literature:

1. Bunch Harry Owen. Support for students with intellectual disabilities in a regular classroom environment. A guide for teachers. Second edition. / Per. from English. lang. S.Yu. Kotova, M., 2008.
2. Booth A. The politics of inclusion and exclusion in England: in whose hands is control concentrated? / Reader on the course. Comp.: Shulamit Ramon, V. Schmidt, M., 2003.
3. Vlashou-Balafuti A., Zoniou-Sideris A. Policy and practice in special and integrated education in Greece. / Reader on the course. Comp.: Shulamit Ramon, V. Schmidt, M., 2003.
4. Inclusion as a principle of modern social policy in the field of education: implementation mechanisms / Ed. P. Romanov, E. Yarskaya-Smirnova. Series "Scientific reports: independent economic analysis", No. 205., M., 2008.
5. Malofeev N.N. Actual problems of special education. Defectology, No. 6, 1994, p.3-9
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7. Promoting the rights of children with disabilities. Innocenti Digest, No. 13. UNICEF, 2008.
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9. Stangvik G. The policy of integrated learning in Norway / Reader for the course. Comp.: Shulamit Ramon, V. Schmidt, M., 2003.
10. Shipitsina L.M., van Rijswijk K. Towards each other: ways of integration (Special education in mass schools in Russia and the Netherlands) / Ed. L.M. Shipitsina and K. van Rijswijk. SPb., 1998.
11. Shipitsina L.M. Psychological problems of integration of children with disabilities. Implementation of state policy in the interests of children with disabilities. Proceedings of the All-Russian Scientific and Practical Conference (Kislovodsk, April 21-23, 2010), Stavropol, 2010. С69-71.
12. Shulamit Ramon. Social exclusion and social inclusion Social exclusion in education. Reader on the course. Comp.: Shulamit Ramon, V. Schmidt, M., 2003.
13. Erasmus of Rotterdam. Praise for stupidity. / Translated by P.K. Huber. Introductory article by I. Smilga. M.-L., Academia, 1932.
14. Yarskaya-Smirnova E.R., Naberushkina E.K. Social work with the disabled. Tutorial. SPb., 2004.
15. Winzer Margret A. From Integration to Inclusion. A History of Education in the 20th Century. Gallaudet University Press. Washington, 2009.

“Social inclusion refers to “efforts aimed at the social reintegration of marginalized groups, or at least to increase their participation in society” (Barry, 1998, p.1).

Margret A. Winzer. From Integration to Inclusion. A History of Education in the 20th Century. Gallaudet University Press. Washington, 2009.

Partial translation by L.A. Nabokova.