Features of the implementation of inclusive education in the contemporary Russian school

The article is devoted to the pedagogical science topic related to the concept of inclusive education. The authors consider this type of education as a promising direction with its own characteristics, constraints and models. The article highlights the principles of inclusive education, which include lack of differentiation according to the methods of involving the child in the school system, the availability of necessary resources, stimulating the situation of equality between students, and the need for the development of all children, without exception, communicative abilities and satisfying their needs in communication. The authors compare the concept of inclusion and integrated education, emphasizing their difference. The Central distinction they describe the approach to the child. If integration is the task of the school to shape the child so that he could meet the conditions of the educational organization, inclusive education recognizes that any child can be to learn in the mass school and, accordingly, it is necessary to change the education system itself. An important part of the article is the identification of four models of inclusive education based on the level of integration. The authors describe the features of permanent total, permanent partial, permanent partial and episodic integration. Data models describe all of the features that will allow the child to be involved in the educational process of mass education. In conclusion, the authors describe the results of a poll conducted among teachers of secondary schools in the city of Tula to identify their relationship to inclusive education.The main conclusion of the practical part of the study is that the majority of teachers have a positive attitude towards the implementation of inclusion, but at the moment they are afraid of possible difficulties.