INCLUSIVE EDUCATION MODEL ON THE EXAMPLE OF RUSSIAN AND FOREIGN HIGH SCHOOLS
The importance of the issue chosen for the study is explained by the urge to search for new conceptual solutions and strategies which promote harmonization of human relations in general and the professional adaptation of people with special educational needs. Educational institutions of higher education are currently solving the problem of choosing the most effective model and technology for implementing the inclusive paradigm. The author analyzes inclusive education models employed both in Russian and foreign universities which implement inclusive education. The author states that inclusive education models in Russian universities are block-structured and aimed at increasing the sensitivity of the institution towards persons with health limitations through solving problems in teaching and upbringing. In foreign universities, inclusive educational models are varied and institutional in structure, mostly legally oriented, and working with a wider category of people with special educational needs than in Russia. In the opinion of the author, the search for a unified concept of inclusive vocational education, along with the increase in the demands of students with special educational needs, requires higher education institutions to develop their own strategies, to solve the problem of choosing the most effective model and technology for implementing the inclusive paradigm. As a result of the study, it was found that a system of normative and legislative acts and mechanisms which include a clear concept and strategy for implementing inclusive education, training, and continuity of interaction should become the necessary basis for the implementation of inclusive education.