Journal archive

Abstract: The system of pedagogical assistance to children with special educational needs has a long history: from separate occasional special schools and institutions to a wholesome state system of special education in most countries of the world. It is only natural that this process has not been completed and cannot be actually completed at all. The second half of the 20th century is characterized by criticism of those systems which are closed and isolated from general education institutions. This drawback could be overcome by the system of inclusive education. The article illustrates the importance of bringing urgent information about inclusive education of children with special educational needs to parents and teachers by the examples of positions spread through the Internet. Both parents and teachers take an uncompromising position to inclusive education. A balanced position to this problem is found on the Internet very seldom, though it does not reflect the real public opinion in general. In the summer of 2012 a fairly authoritative public opinion fund conducted a poll on the problem of relation of the Russian people to inclusive education. 1500 people from 43 regions of Russia were interviewed. The results were rather optimistic: 45% of the Russian people approve of the idea of children with special educational needs studying in an ordinary school; 35% were against it and 19% could not make up their mind. The question about the possibility of a negative effect of inclusive education of children with special educational needs in an ordinary school upon the quality of education in general was answered by 52% of those interviewed in the negative. It is necessary to form inclusive culture in the society by influencing the “sore points” with the help of the Internet.