DOI: 
http://dx.doi.org/10.15293/1813-4718.2406.10
UDC: 
37.018.2
Alekhina Ekaterina Valentinovna
Кандидат педагогических наук, ., Voronezh State Pedagogical University, ev_alekhina@mail.ru, Voronezh

Education in an Inclusive School: Limitations and Risks

Abstract: 
In the article, the author raises the question of the specifics of the organization of education in an inclusive school, defines the limitations and risks of this process. Based on domestic legislation, domestic and foreign authors, the article formulates a set of features of an inclusive school. The lack of consideration of the risks of education in an inclusive school can lead to undesirable consequences in the educational process not only for children with disabilities, but also for other students. The purpose of the article. The purpose of the article is to identify problem areas, risk situations and limitations in the organization of the educational process in an inclusive school. Methodology and methods of research. The article examines the issues of education in an inclusive school from the standpoint of socio-pedagogical and inclusive approaches. Some issues of the organization of an inclusive educational system are based on concepts about the educational space, the way of school, and the culture of the educational organization. In the course of the research, methods of theoretical analysis, synthesis, collection of empirical material through observation, pedagogical reflection, etc. were used. The results of the study. The author characterizes the limitations of education in an inclusive school, which are systemic, but are not defined or difficult to determine in the process of introspection of an educational organization. Among them are the peculiarities of the nosology of students, the substitution of the upbringing of children with disabilities only with correctional and developmental activities, the specifics of the inclusion of children with disabilities in the school team. The characterization of restrictions allows us to identify the risks of education in an inclusive school, which, in turn, create conditions for changing the nature of education to an inappropriate inclusive approach, that is, excluding students with disabilities from certain types of activities. Conclusion. In conclusion, conclusions are drawn about the results of the analysis of education in an inclusive school.
Keywords: 
inclusive education; upbringing; inclusive school; educational process; students with disabilities; students without disabilities
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