Inclusive approach to lifelong education for disabled

The author's aim is to show the possibilities of combining concepts of inclusive education with the problem of lifelong education, to identify ways of educational sphere expansion for the disabled of all ages. The article presents data obtained by national scientists about the transformation of biological and psycho-physiological characteristics of a modern child. Russian educational system faces the situation of stable growth in the number of students with psycho-physiological, intellectual and emotional problems. Moreover, the number of children and young people that by all neuro-psychological parameters should be considered as a borderline category between normality and pathology is also increasing. This initiates the development of such an area as remedial and developmental education. The author associates the development of an inclusive approach in Russia with the shift in the society's awareness of educational opportunities for the disabled. The concepts of «inclusive education» and «integrative education» are compared in the context of the national educational practice specificity. The author describes forms, types, levels of pre-school and school education as well as vocational training for various categories of children and adults with disabilities in Russia. Attention is paid to the complex of contradictions faced by today's students with disabilities at different stages of lifelong education. The author reviews the innovative ways of integrating the disabled into the regular educational system and the guidelines that can contribute to the modernization of the process.