Theoretical and methodological approaches to the development of inclusive education in Russia

Theoretical and methodological approaches to the development of inclusive education in Russia, understood as education for equal access to education for all students with a variety of special educational needs and individual capabilities, are developed primarily in logic, the concepts of pedagogy of diversity and its main problem of heterogeneity – the acceptance of differences between people. The studied problem is considered in positive and negative ways. The negativity of heterogeneity is directly connected to the idea of social readaptative students. While agreeing in general with the proposed methodological approach developers with regard to inclusive education, we propose to draw attention to conceptual approaches to solving the problem, based on national experience of upbringing and education of children in private and public educational environments, 20-30-s of XX century., and world experience of teaching the younger generation with learning difficulties. The concept of barriers to learning and support resources, first and foremost, the students themselves "dissolve" the problem with the discussion of the “special educational needs”, “the limited possibilities of health” and so on., but immersed in the essence of the idea of inclusion, or heterogeneity, in which the identity of the child, the student becomes really a priority for education, training and development. Look at the problem of development of inclusive education as barriers to learning will enable us to reach a new stage of understanding of diversity in pedagogy.