Inclusive education in Canada and Russia: joint strategic approaches and specific tactical decisions

The article analyzes the regional experience of the Novosibirsk region as one of the largest Russian regions in comparison with the experience of Canada, which has a much longer history of inclusive education. It presents an overview of the main normative documents regulating the training of persons with disabilities in terms of inclusive education. It is emphasized that inclusion in education is socially demanded, realistic and pedagogically reasonable learning model that leads to positive changes in the system of national education. The article notes the important role of organization and holding international scientific schools on problems of inclusive education in the discussion of topical issues and exchange of experiences taking into account national and regional conditions and features of state-legal regulation in each country. It identifies similarities and differences in methodological approaches and the results of the study of inclusive practices. Inclusive education is considered as one of the possible options for the education of persons with disabilities along with other training in special educational institutions, implementing educational programs tailored for different groups of students. The article describes the conditions of the transition to inclusion in education and the major managerial risks. The article contains an overview of the results of monitoring studies of the effects of the introduction of inclusive education in Canada and Novosibirsk region - its influence on academic performance and social life of students. The conclusion is that the introduction of inclusive education in practice the mass must necessarily be accompanied by staff support the entire vertical of education management, those who determine educational policies based on respect for human rights and social justice.