Inclusive Education in Moscow: The Differentiation of Participants' Awareness as a Limiting Factor

The paper describes the attitudes of the main stakeholders towards the implementation of inclusive education (IE) into the educational institutions of Moscow. The authors believe that the introduction of IE is innovative and affects the interests of several social groups: first of all, children with disabilities, children without disabilities, parents of both groups of children, educators (both of general education and special correctional schools) and finally, policy makers–city government officials, members of the educational authorities. Some results of the research project "Inclusive Education in Moscow: The Social Conditions, Problems and Limitations" (data 2010) related to participants' awareness about the process of IE and its impact on their attitude towards the implementation of inclusive education are presented. The research was conducted among representatives of different target groups: teachers of secondary schools, teachers of inclusive schools, teachers of correctional schools, parents of normal children, parents of children with developmental disabilities and handicapped children – in total 450 respondents (200 teachers and 250 parents). As the main method a selective questionnaire was used.

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