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"Philosophy of Education"

2015 year, number 1

Problems of realization of inclusive education in the conditions of transformation of higher education in Russia: to the statement of the question

D. N. Kulikova
Novosibirsk state technical University, Prospekt Karla Marksa, 20, Novosibirsk, 630073
Keywords: inclusive education, transformation of the role of teacher, crisis in education, the Bologna process, transformation of the higher education system

Abstract

The author analyzes the problems faced by higher education when implementing inclusive education in the conditions of transformation of the education system in Russia. This transformation is associated with the search for the ways out of the crisis of the education system, which manifests itself, in particular, in the implementation of the Bologna process and the transformation of the role of teacher in the educational process, as well as in the consolidation of science and higher education. The main groups of the problems related to realization of inclusive education in the practice of higher education include the problem of accessibility of infrastructure, readiness of the participants of the educational process to inclusion. The problems of creating the accessible facilities for the people with limited health abilities include the problems of financing and the problems of infrastructure modernization not being well-thought-of, and also large amount of work, because it is necessary to change not only the infrastructure of educational institutions but also the surrounding areas, and better all the territory of the city. The second group of problems is connected with unpreparedness of major participants of the educational process for the implementation of inclusive education in the practice of higher education. The main participants are the people with limited health abilities, persons accompanying them, students, teachers, parents (parents of disabled children and normal children). Also some researchers single out into a separate category the administration of educational institutions, including the management of inclusive education. Each of these categories of participants is facing with specific problems. The main problems of persons with disabilities include problems associated with self-organization, self-motivation and insufficient level of knowledge for studying in higher education institutions. Speaking of accompanying persons, it should be noted the lack of qualified personnel and the problem of financing. The problem of the students as participants in the process of inclusive education is the problem of tolerant attitude towards people with limited health abilities. The problem of readiness of parents to inclusive education consists mainly in a negative attitude of parents of «normal» children to this process. If we talk about the problems of preparedness of teachers as participants of realization of inclusive education, the following issues should be noted: professional, methodical and psychological readiness, communication problems with the persons with limited health abilities and with accompanying persons as well as with parents of these children. In this case, the problems of university teachers are complicated by the processes of transformation of higher education.