Journal archive

Abstract: Segregation (isolation) of children with various developmental disorders has been quite common for a long time, which has been determined by the state order and confirmed, in general, by quite good and fairly stable education outcomes obtained by these institutions. Today, the progressive scientific thought proclaims integrated education as one of the optimal strategic directions in terms of training and education of children with disabilities and children without such deviations in terms of creating additional specialized educational opportunities for social and environmental purposes. The problem of such education has been repeatedly discussed and continues to be discussed among experts. Taking this trend as a positive one, it is assumed that world practice shows that children who learned friendly interaction and social cooperation on the basis of tolerance from an early age do not consider children with disabilities to be inferior or below a certain level. The article addresses the problem of management of an education institution in the framework of inclusive education. The authors examine the basic principles of management through the formation of an inclusive educational environment which realizes special requirements for its openness, consisting in the ability of the system and education organization to change in order to meet the demands of external circumstances. It is this functioning of the managerial function that will be able to ensure the success of social adaptation and rehabilitation-educational work with students with disabilities. With regulation on the basis of these principles, management of an education institution in an inclusive educational environment is positioned as one of the alternative forms of regulating integration issues within the state education system. The Russian modern system of inclusive education requires a qualitatively new psychological and pedagogical support and the development of integrative approaches to persons with special educational needs. It is based on the need to define and take into account the system of evidence for the implementation of inclusion in education institutions, which, in the context of management activities, in addition to organizing the activities of the administrative and teaching staff, also includes the development of forms and content of specialized support for individuals in this category, as well as the development and implementation of variable individual programs of training, education and development.