ДЕГРАДАЦИЯ ОБЩЕСТВЕННОГО ВЗГЛЯДА НА ОБРАЗОВАНИЕ

Abstract

The article analyzes the development of the concept of integrated (inclusive) education in a regular school for children with disabilities in the light of UN international documents. It is shown that these views, until 1994 (before the Salaman Conference), although they did not divide children with disabilities into physical disability without weakening mental activity and intellectual disability (mental retardation), left sufficient scope for organizing school education in the interests of all children. However, the Salaman Conference documents confused these unmixed notions of fundamentally different types of disability and called for the introduction of mentally disabled children into regular classes. It is shown that this approach has a catastrophic effect both on the education of children with mental disabilities themselves, and on the education of all other children studying in inclusive classes. Possible solutions are shown to ensure that all children receive the highest possible education for them, taking into account the diversity of their learning opportunities, inclinations and talents.