Institutional and Individual Barriers of Inclusive Education of Children with Mental Disabilities in Moscow Schools

This work is dedicated to the analysis of institutional and individual berriers of inclusive education of children with mental disabilities in Moscow schools. At the beginning of the 20th century there was a shift in mental disability perception from the medical model towards the social or humanistic model due to development of the social sciences' views. By the end of the century, a concept of inclusive education has emerged. Inclusion in education means organization of a particular educational environment in a way that any person with any needs may study there. Despite the fact that the necessity of inclusion is recognized and supported by several arguments, in fact children with disabilities face difficulties integrating into schools. Thereby a question arises: which barriers of inclusion may be revealed? Because ones with mental disabilities are the most likely to be stigmatized among disabled people, and teachers demonstrate the least readiness to interact with them, the main focus of the research is on this category of disabled children.