Social Capital of Disabled Children in Moscow Inclusive Schools

Modern world in developed countries provokes tolerance to people’s differences. This ideology also concerns invalids, their place in society and socialization. So it leads to emergence of inclusive education. Inclusive schools are schools in which people with disability study together with healthy students. For Russia inclusive education is new phenomenon, introduced practice of which causes disputable results and various public response. Examination of new phenomenon’s different sides is important for its understanding. For such a purpose Pierre Bourdieu’s works on education and capitals are crucial. Most works on capitals in education consider social capital as convert mechanism to human capital but we want to make opposite focus. The aim of the work is to analyze specificity of social capital of children with disability and to analyze other capitals conversion to social capital of children with disability in inclusive schools. To reach the aim 20 deep semi-structural interview were collected, content-analysis of Russian laws and papers was made. It was found that children with disability don’t have strong ties with other student but they are accepted as part of social group (school class) and they are not avoided. Teachers’ symbolical capital, economic capital of school and student, student’s cultural and physical capitals are converted to social capital in the first place.