Abstract: The goal of this article lies in the analysis of theoretical conceptual-methodological grounds of inclusive education in the Russian Federation for the effective management and coordination of the work of educational institutions. For achieving the set goal, the author examines the general theoretical conceptual-methodological grounds of inclusive education; competence approach towards inclusive education in Russia; theory of implementation the inclusive form of education; basic elements of the concept of inclusive education; as well as methodology of inclusive education in the Russian Federation. The concept of inclusive education implies the mechanism for exercising human rights for people with health impairments. This mechanism is based on the interdepartmental cross-disciplinary formation of the barrier-free environment for any person to exercise their rights. The concept of inclusive education formulates social approach towards disability. The medical problem of disability shifts into the social sphere – a person with health impairments should not only receive treatment, but also live a normal life. Therefore, disability is viewed as a set of social barriers that stand in the way of realization of the abilities and needs of a person with physical or mental impairments. The goal is to eliminate such social barriers. The modern strategy of the Russian Federation in the area of education and social policy is aimed at bringing into compliance the institutional systemic conditions in order to turn inclusive education into the priority area of education.

Abstract: This article describes and analyzes the peculiarities of human resourcing, creation of digital information and educational environment, formation of the fund of assessment tools, as well as arrangement of conditions for teaching the persons with health limitations in preparation to accreditation of postgraduate and residency curricula in the scientific institutions. The article is based on the relevant legislative framework of the Russian Federation, as well as experience of obtaining accreditation for educational activity in the scientific institutions for those yet to undergo this procedure. The indicators and criteria system for assessing the compliance of the content and quality of training programs of academic staff is built in accordance with the requirements set in the state normative legal documents. It is worth noting that the requirements of the federal state educational standards are sufficiently substantiated with regards to information and material-technological support, human resourcing in training academic staff, as well as accessibility of educational resources for the persons with health limitations.