Theoretical and Methodological Foundations of Reverse Inclusion: The Experience of Moscow State University of Humanities and Economics

Abstract

The article substantiates the model of “reverse inclusion” in the interconnection of sociostructural, sociocultural and spatial aspects. In addition to these aspects, the paper describes the socio-legal and socio-pedagogical foundations of the model. Along with the key category of inclusion the following categories are revealed: “disability”, “disabled person”, “social barrier”, “inclusive social strategy”, and “inclusive strategy in education”. “Reverse inclusion” is opposed to the dominant model of direct inclusion. Due to the fact that the article is of a theoretical and methodological nature, factual data play an illustrative role. The empirical base is represented by secondary data, as well as by some references to the authors’ research of 2016 conducted by the staff of the research laboratory of the Moscow State University of Humanities and Economics for purposes of vocational guidance; in this research a series of 27 in-depth interviews were carried out with students with musculoskeletal disorders studying at MSUHE.