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Disabled children and problems of their adaptation to the educational environment: current state of the problem

This literature review aims to provide a summary of Russian and foreign literature on the problems associated with teaching of disabled children in Russia and in Europe. We searched for studies analyzing a direct link between education and children's disabilities. Numerous studies have been conducted in the English-speaking countries and published primarily in noneducational journals. We describe the education system in England and differences in academic performance of children with disabilities and students without disabilities. We also discuss primary and secondary effects of disability that determine imbalanced academic performance among disabled and non-disabled students, as well as the impact of stigmatization on the educational route and life of disabled people. We present criteria that determine ability to learn in accordance with Russian legislation, as well as the section "education and application of knowledge" of the International Classification of Functioning, Disability and Health. The article provides some statistics on inclusive and special education, including information on the number of disabled schoolchildren in Russia as of 2020. We found that the majority of disabled children educated in regular schools are secondary and high school students. We described the division into 8 types of special correctional educational institutions in accordance with disability groups existing in Russia now. Conclusion. It is necessary to analyze the association between education and children's disabilities in order to optimize inclusion of disabled people into social life. Key words: children, disability, education, limitations in usual activities