The paper studies questions dealing with development of inclusive education in Russia at the current stage. The main approaches to the way inclusion is understood in the present-day post-Soviet space and its particularity as for the higher school are described. The essential and content-related characteristic of this term is discussed in detail. Comparative analysis of various approaches to the understanding of multi-dimensionality of inclusion as a pedagogical phenomenon has been performed. The review of scientific and academic literature by the Russian and foreign researchers who have touched on this range of problems is presented. The main focus areas of development in the process of understanding inclusive education are outlined. Key advantages of implementation of inclusion are systemized. An attempt is made to identify mechanisms that are able to ensure the equality of applicants to the higher-level educational institutions in full. The experience of using inclusive education in Russia is analyzed. With regard to this, main obligations and approaches of the state in relation to applicants and students having disabilities are considered, and conditions, principles and mechanisms of implementation of the current state policy as for the higher professional education are detailed. However, there remains a number of problematic points due to which not all advantages of inclusive education can be made use of to the full extent. The prevailing difficulties and possible ways of resolving them are also noted by the authors.
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