Инклюзивное образование в пространстве постсоциализма: сравнительный анализ родительской удовлетворенности
After the breakup of the USSR, the education systems of the former Soviet re- publics began to develop independently and adopt new legal and professional norms. Many of these norms are universal in nature — for example, inclusion and equal access to education for all categories of the population, including access to secondary and higher education for children with various disabilities.
The present study makes use of the results of a survey of parents of school- children in Armenia, Belarus, Georgia, Kazakhstan, Russia, Tajikistan, Uzbekistan and the Ukraine to assess the satisfaction of parents of children with or without special educational needs studying at inclusive schools. It is shown that parents of children with or without disabilities have a fairly positive attitude towards in- clusive education, albeit the main demand for inclusive education stems from parents of children with disabilities. However, respondents in most countries as- sessed the situation in inclusive schools as not being ideal — in particular, they were not satisfied with the qualifications of teachers. The present study shows that the countries of the post-Soviet space are extremely inhomogeneous in the indicators of parental satisfaction with inclusive education and stand at different stages of the development of the latter.