Позитивные изменения. Образование. Школа будущего (Тематический выпуск, 2022)/Positive changes. Education. The school of the future (Special issue, 2

How could it be otherwise? It seems that here, first of all, it will be necessary to consolidate the efforts of all parties interested in the development of general secondary education in the country. Here it is necessary to create a "new trend" of impact, positive change, spelled out honestly and in detail in the theory of change[22] for each project. As well as the investor's genuine interest in changing the situation, the desire to achieve meaningful positive change, and an honest, unbiased analysis and choice of ways that will contribute to this.

Accessibility is inextricably linked to inclusivity, which is understood as the ability to take into account the individual characteristics of children. Inclusivity is an important characteristic of the person of the future.

Accessibility is inextricably linked to inclusivity, which is understood as the ability to take into account the individual characteristics of children. It does not matter if it is a high ability to master any subjects (including giftedness) or, on the contrary, difficulties in learning (for example, dyslexia, hearing impairments, visual impairments, autism spectrum disorders, etc.). We can say that inclusivity is an important characteristic of the person of the future. It is the understanding that another person may be different from you, but just as important and valuable as you are, even if they cannot do something that you can. A tolerant attitude toward «otherness» is formed when everyone in the class is comfortable, everyone works in the mode that suits them, and there are no those for whom the whole class has to "painfully wait”. This is the basis for creating an environment where there are no conditions for bullying to occur.

Is it possible to create such an environment? The experience not only of foreign schools, but also of a number of Russian schools, shows that it is. Its creation requires both a physical environment that takes into account the interests of children with different needs (including emotional release rooms, etc.), and the formation of a teaching staff — an institute for tutoring, special educators, speech therapists, etc. In the existing formats of inclusive schools in Russia, this is more often implemented by having a resource center that brings together teachers and other professionals who are able to adapt and develop educational programs for children with different needs. In this case, the part of the program that can be mastered by all together is actually mastered together, sometimes even without division into age groups. For subjects that require individualization, small mobile groups are created, or lesson content is adapted so that everyone could moves at their own pace. Children who find group activities difficult or uncomfortable come to individual classes while participating in extracurricular activities, community interaction programs, etc.

It is important that the school team has the freedom to plan its activities. This is the component that is missing from the curricula of average secondary schools in Russia.

One of the most interesting examples of inclusivity that we found in our research was the ILI school in St. Petersburg, which has no special admission tests and is willing to work with any children who come to this school. To that end, a large tutoring service was established that has the capabilities and tools to work with children with a wide range of educational needs. Interestingly, colleagues from the ILI school actively share their experience as a methodological center for the development of tutoring institutions not only in St. Petersburg, but also in other regions of the country.