Russian Federation
The article explores the aspect of inclusion, integration and promotion of diversity in education. Features of introducing the inclusion principle in OECD educational systems are considered. It has been determined that non-public educational institutions have more significant opportunities in providing special conditions required for children with limited abilities to learn and having other personal distinctive characteristics. The problem of unequal treatment of inclusive education on the part of parents with children, who have no distinctive characteristics and who want to study in the so-called «normal development environment» is noted. In contrast to understanding of the inclusion principle in OECD countries, the Russian Federation implies, first of all, the category of children with disabilities for health. The article concludes that it is necessary to implement this principle smoothly, in order to meet the needs of all parents when choosing a school for their children.
non-governmental educational organization, inclusion, equality, diversity
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