Inclusion in Education as Social Sustainability in the Age of Digitalization

The contribution investigates the concept of inclusion, first used in the Salamanca Declaration on Education. There is a difference in the concepts of inclusion and integration, while inclusion as a term and understanding of the need is included in the characterization of education for all and leads to the further elimination of poverty for the sustainable development of the whole society. Today, the UN has adopted 17 Sustainable Development Goals (SDGs), 7 of which are interconnected and logically derived from the need for inclusion, including education. The authors analysed figures characterizing the poorest countries with the lowest rates of education for children and young people. In addition, examples of the positive impact of inclusion in education are considered, which affects the further perception by society of people with disabilities, as well as the possibility of implementing the Convention on the Rights of Persons with Disabilities (CRPD). The experience of the Russian Federation in building inclusion in society and education was studied, affecting the historical aspect, the philosophical principles of assistance from the rejection of people with disabilities to the attitude to these categories of people as equal to themselves and others. The steps taken by the Russian Federation at the legislative level to increase inclusivity were considered, expressed in the adoption of the Accessible Environment Programme, the revision of the law on education, with the introduction of the concept of inclusion, financing, the introduction of a new discipline studying «Organization of an accessible environment» for people with disabilities and other people with limited mobility, as well as competitive programs for employment and job creation.