Механизмы включения родителей в практику инклюзивного образования
Mechanisms of parental involvement in inclusive education

Summary/Abstract: Introduction. Intensive development of inclusion in modern society requires new ways of involving parents in inclusive education. The purpose of this article is to develop a theoretical framework for mechanisms of involving parents in inclusive education settings and to identify the ways of expanding the inclusive consciousness of parents who bring up children with special educational needs. Materials and Methods. The study, interpretation and comparative analysis of psychological and educational literature is based on the idea of inclusion as a cultural concept which represents a way of thinking and a style of interpersonal relationships aimed at changing the perception of surrounding people from the point of view of their usefulness and identity to the point of view of beneficence and uniqueness (E. L. Yakovleva). Anthropological approach allows to consider inclusive education as a natural right of every person for development. The sociocultural approach opens a possibility of exploring ways of involving parents in developing and spreading practices of inclusive education. Results. The study reveals the growth of hidden parental resistance to inclusive education in Russia. The author emphasizes the need for efficient mechanisms of involving parents in the development of inclusive education and justifies the relevance of these mechanisms for involving parents in inclusive education: 1) increasing interest in inclusive education; 2) building and spreading trust in inclusive education; 3) understanding the individual value of inclusive education, including the value of inclusive practice in the hierarchy of parents’ personal values. Conclusions. The proposed mechanisms are scientifically grounded and contribute to conscious parental involvement in inclusive education and spreading inclusive culture in Russian society.

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