BARRIER-FREE ARCHITECTURAL ENVIRONMENT AS AN ELEMENT OF INCLUSIVE EDUCATION IN TOMSK UNIVERSITIES

Relevance. The modern educational system of the Russian Federation is regularly subjected to various kinds of changes, which, at present, are oriented towards a policy of openness and accessibility. With the signing and ratification of the UN Convention on the Rights of Persons with Disabilities, Russia has committed itself to ensuring the social participation of people with disabilities in society. At present, the strategic goal of state policy in the field of education is its universality, the availability of educational space to meet the educational needs of all citizens of the country. The purpose of the work is to identify the current status of inclusive education in the universities of the city. The object of the study is the barrier-free architectural environment of the educational buildings of Tomsk universities for the disabled with impaired musculoskeletal system and for the disabled with hearing impairment (n=17), as well as student groups in which students with disabilities are studying, and student groups in which there are no such students. The subject area defines the state, accessibility and the possibility of mastering the social and physical space when obtaining higher education in an inclusive format. The main research methods are social examination, observation based on the selected evaluation criteria, the «Sinkwine» methodology, which allows you to analyze and combine different statements taking into account the assessment of the context. As a result, the use of a quality strategy made it possible to analyze conditions that reflect the characteristics of the barrier-free environment in universities.