School Management Practices of Education Children with Learning Disabilities

There is a renewed debate about the extent to which inclusion is a working mechanism that fully ensures the quality of learning for students with disabilities. Followers of inclusion emphasize the need to create equal conditions for all, while supporters of special education argue that students are less likely to be corrected and developed in inclusive education. The aim of the research is to study the organizational practices used in inclusive and special schools in Moscow and Kazan in teaching children with learning disabilities. In previous experimental and research work, it has been proven that students with learning disabilities can overcome difficulties in writing, reading and calculating compared to peers without learning disabilities. The results of the present study are based on interviews with members of the management team of 7 schools in Moscow and 6 schools in Kazan (principals, deputy principals, methodologists). The obtained data processed through thematic analysis indicate that in order to ensure the quality of education for children with learning disabilities, the majority of surveyed schools introduce special education practices. All schools, including inclusive schools, achieve positive results in full implementation of the Federal State Educational Standard of Primary General Education of Students with Disabilities.