Prospects and risks for the development of inclusive education in higher educational institutions (opinion of students)

Introduction. An important condition for the implementation of inclusive education is the creation of a comfortable psychological climate and satisfaction of the educational needs of all involved subjects. The experience of introducing inclusion into the Russian education system allows us to draw conclusions about the effectiveness of this model, which will allow all participants in the educational process to adapt it. The aim of the study is to analyze the resource and risks of inclusion in an educational organization from the point of view of students. Research methods. 199 students of the Novosibirsk State Technical University took part in the study (189 students with a conditional developmental norm, 10 with a disability status). The method of expert assessments, survey, and N.E. Shchurkova’s “Circles” method were used. Methods of mathematical statistics: χ2-Pearson. Research results. A positive attitude of students towards inclusive education was revealed (more than 85%). Risk factors in the organization of an accessible environment (more than 60%), insufficient readiness of teachers to organize the educational process (more than 58%) and a low level of comfort of students in the inclusive space of the university (χ2 = 1.08; p = 0.78) were identified. KEYWORDS Conclusion. The successful implementation of inclusive education depends on meeting the needs of students as subjects of the educational process. It is recommended to use the research results in long-term planning for the development of inclusive practices in higher education organizations.