Vitvitskaya L.A., Studenikina O.V.
IMPLEMENTATION OF DISTANCE LEARNING IN INCLUSIVE EDUCATION ^{[№ 12 ' 2016]}
Currently, the national education system, there are significant changes related to political, socio-cultural changes in society. Particular importance acquired the issues that relate to the system of educational services, ensuring the development of children, regardless of their health status and social position. In the context of educational reforms especially acute question of the significance of the introduction of inclusive education. Teaching a child with disabilities is one of the important problems, the solution of which depends on the further formation in the life of such a person. Article twenty-fourth of the UN Convention “On the Rights of Persons with Disabilities”, which Russia signed in 2008, states that in order to implement the right to education, States Parties shall ensure an inclusive education system at all levels and training throughout a person's life. Inclusive education provides an organization of the educational process, in which all children, regardless of their physical, mental, and other features are included in the mainstream education system. In the process of work with children need to establish such cooperation, in which the occurrence happens emotionally-semantic and positional contact. The most important for learning in the classroom is its interaction with the teacher. This interaction is specific educational space, is filled with a special psychological content for each student. Effective means of implementation of inclusive education is distance education.