Melnik. [Comparative analysis of the general inclusive education in the Western countries (Canada, US, UK) and Russia]

Abstract:
This comparative-analytical study was directed to identifying of general and specific positions in fields of theory, methodology and organization whithin general inclusive education in Canada, USA, Great Britain, compared to Russia, as well as the possibilities of using the Western experience of inclusive education in Russia. According to the work hypothesis, the use of foreign experience in the national education system may be possible, if several general parameters of the inclusive education, needed to match, will be identified: the units and indicators for the comparative analysis; interpretation of atypical child notion; approaches, pedagogical reflection of subjects and technologies; zones of positive experience of Western countries. In support of the hypothesis, a detailed analysis of concrete material showed that inclusive education really is a complex product of the impact of various factors, that have content variability in teaching in Western countries (Canada, US, UK) and Russia. Recommendations for professionals involved in the inclusive education were revealed.