Inclusion and Inclusive Education: Interpretation Conflict

Background/Objectives: The study is dedicated to critical consideration of the inclusion strategy and the inclusive education system in relation to the process of ratifying the Convention on the Rights of Persons with Disabilities by Russia. Methods/Statistical Analysis: The theory of functional analysis of R. Merton was used as a principal methodological basis. Official statistical data from the Internet were used as the information sources. Analytical procedures to study the purchasing powers of disabled persons in different historical periods were carried out employing the method of comparative analysis. Findings: In view of the common effort to improve the efficiency of educating persons with disabilities, the suggestions of the authors are as follows: a) inclusion should be considered as a process of including the "non-typical" social groups and subjects into the "typical" community on the conditions that rule out any kind of discrimination; b) inclusive social strategy should be built on principles declared in article 3 of the Convention on the Rights of Persons with Disabilities; c) inclusive strategy in education, common for the entire educational system, should be developed; d) inclusive higher educational institutions should be specialized by categories, based on the availability of infrastructural, social-structural and social-cultural conditions for educating a particular category of persons with disabilities. Applications/Improvements: The results and recommendations can be applied in the Russian education system development strategies and are of significant interest to Russian scientific and educational thought.