Abstract

The development of regulatory frameworks has accelerated in Russia after the ratification of the UN Convention on the Rights of Persons with Disabilities in 2012. Using public opinion poll data and interviews with school administrators, teachers, assistants and parents, the authors show the challenges of moving towards inclusive education in contemporary Russia. The development of an inclusive school culture is analysed at the levels of artefacts, values and assumptions. Attempts to forge an inclusive culture do not always go smoothly; unexpected consequences occur, including open and hidden resistance and conflicts between children, parents and teachers. Meanwhile, the external context threatens the sustainability of inclusion.

摘要

俄罗斯在 2012 年批准《联合国残疾人权利公约》后，监管框架的发展加速。作者利用民意调查数据和对学校管理人员、教师、助理和家长的采访，展示了搬家面临的挑战走向当代俄罗斯的全纳教育。在人工制品、价值观和假设的层面上分析了包容性学校文化的发展。打造包容性文化的尝试并不总是一帆风顺。意想不到的后果发生，包括孩子、家长和老师之间公开和隐藏的阻力和冲突。同时，外部环境威胁着包容性的可持续性。