Inclusive education as a factor of harmonization of human capital in society: interdisciplinary analysis of some barriers of inclusive practice

The article highlights the relationship between the processes of inclusive growth and the accumulation of human capital in society. An attempt is being made to conduct a comprehensive interdisciplinary (from the perspective of sociology, psychology and pedagogy) analysis of barriers to inclusive practice. The purpose of the article is theoretical conceptualization these barriers, as well as their empirical identification (based on the results of in-depth individual interviews). Four types of barriers that impede the full access of people with disabilities (people with disabilities, etc.) to educational processes are analyzed. Namely, the emphasis is on barriers such as: institutional; architectural; behavioral; technological. It is emphasized that the presence of these barriers indicates serious obstacles to the implementation of inclusive education policies. In this regard, the results of an empirical study carried out using the method of in-depth interviews of people with disabilities (n=7) are presented. As a result, it is concluded that there is a moral, psychological and professional unpreparedness of the teaching staff and all participants in the educational process for full communication with people with disabilities. Consequently, a powerful social program is needed to form an adequate and positive attitude towards such people as citizens who have equal rights and obligations with all.