Home – Home – Jornals – "Philosophy of Education" 2014 number 3

With the development of inclusive education there is the need to understand the reaction and evaluation of all subjects of the educational process, their readiness to implement this form of education, development of relevant mechanisms, strategies of its adoption. Here the definition of goals and objectives of inclusive education, forms and mechanisms of its implementation should be the basis of a flexible and gradual inclusion in the new educational space of all its participants. The article describes the conditions for the formation of educational strategies for the subjects of inclusive education in the higher education institution. The author considers that the entry in the educational environment of the university is determined by the characteristics of the space of higher professional education. Not excluding the fact of rehabilitation component, the humanistic, ethical idea of integration of people with disabilities into various spheres of life, the educational goals of higher education cannot be reduced to the absolutism of the idea of satisfaction of person’s individual needs. Otherwise, we would neglect the purpose of higher education as a system of training of highly qualified personnel for modern economy and science. At the same time, integrating into inclusive educational environment of the university, the subjects of the educational process express the inherent to them social behavior patterns that determine their individual operating principle in this environment. This attitude also sets the limits of the inclusion. It is primarily determined not only by the institutional barriers, but more importantly, the moral ones. This means that today inclusive education is implemented in the absence of communication between the relevant actors of the educational process. By the way, the subjects of the educational process represent the forms and methods of educational cooperation in different ways, often formalizing them. This could devalue the meaning of vocational training for participants of the educational process. Today the inclusive practice is possible in the conditions of state support for education programs. However, while there is a strong correlation between the financial capabilities of the higher education institution at the federal level and the implementation of training programs at the regional level, the subjects implementing various educational programs, has a goal-orientation not to receiving further education as a tool, but simple involvement into educational activities through various imitative forms. Today, the educational strategies of the subjects of inclusive education can be defined as the strategies of nominal inclusion and exclusion of its participants. The educational strategies are connected not only with the content of goal-setting of the subject of educational process with respect to the tasks of vocational education, but also with the content of life activity of the participants in the educational space of the higher education institution in the conditions of inclusion.