UDC: 
376+37.0+316.6
Bunch Gary Owen
Доктор психологических наук, Dr. Sci. (Psychol.), Senior Scholar and Professor of Faculty of Education and Faculty of Health, York University, GBunch@edu.yorku.ca, Toronto
Ryapisov Nikolay Nikolaevich
Доктор экономических наук, Dr. Sci. (Economic.), Cand. Sci. (Pedag.), Vice-rector on Educational Work, Novosibirsk State Pedagogical University, ryapisov@ngs.ru, Novosibirsk

The role of leadership in the development of inclusive education

Abstract: 
The article considers the origins of ideas of inclusion in the school education in Canada, describes the history of appearance of the key term "inclusive education", a comparative analysis of models of special and inclusive education. The theoretical basis of the article made up the scientific views of the founders and methodologists of inclusive education in Canada and the United States of America – Jim Hanson, Gerv Leyden, Gary Bunch, John O'Brien, Marsha Forest, Jack Pearpoint. Using methods of historical, evolutionary and comparative analysis of the presented view on the development of inclusive education in chronological order; it highlights the role of leadership in the innovation process and the promotion of ideas of inclusion in practice. The influence of leaders at different levels: daily, practical, managerial and methodological. The result outlines the experience of Professor from Canada about the features of inclusive education development in Russia, which was the result of several visits to our country, visit inclusive schools in different cities, exploring the activities of public organizations supporting persons with disabilities and disability, participation in the working group of the international Committee on education, organization and holding of the international scientific schools on problems of inclusive education, cooperation with University teachers.
Keywords: 
early inclusive education, the history of the formation of inclusion in education, leadership in the development of the ideas of inclusion, the leaders of the inclusive educational process, values of inclusion, inclusive policies, inclusive practice.
References: 

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