The relevance of the problem range addressed in the study is conditioned by the system of education functioning under multiculturalism in modern polyethnic societies and their social stability much depending on the balanced use of languages of ethnoses that reside in the region as well as on the respectful attitude to their representatives in daily life. Thus, the system of education has to take into account the ethnic and religious, political, social and cultural requirements of the society offering highquality education to the consumers according to their expectations. The objective of the paper consists in revealing the topical problems of regional educational reforms aimed at implementing the principle of bilingualism in polyethnic and polyreligious region of Russia -the Republic of Tatarstan. The representative mass survey of population of the Republic of Tatarstan and a series of in-depth narrative interviews with representatives of various generations of Tatarstan citizens as the main methods used in the research. Based on the sociological survey conducted within the research project "Dynamics of real and conventional generations in information polyethnic and polyreligious society (a case study of the Republic of Tatarstan)", the following findings have been made. Scientific justification of the language policy being implemented in the republic and of the methodological support of bilingual educational programs are of poor level. A higher education system segregated according to the information carrier language prevails. There also remains a crossover controversy expressed in discontent in both Russianspeaking and to a significant extent Tatar-speaking urban population with the school educational policy of bilingualism. Results of the research cited in the paper can be used by the state authorities of the republic for elaborating the optimum bilingual language policy as well as in the practice of educational institutions implementing the bilingual education.

The relevance of the research problem stems from the specificity of the system of fundamental education in the 21st century, which implies a capacity of educational establishments not only to provide knowledge to the student, but also, due to the continuous and rapid emergence of new knowledge, to shape a need in ongoing independent absorption of knowledge throughout the entire life. An important role in this process is played by the consideration of opinions not only of young generation which is the main target of educational institutions, but also of people of all other ages who become active subjects of the educational process. The paper objective is to reveal pressing challenges associated with reformation of the Russian system of education through the intergenerational discourse. The main method used for research was the representative mass survey of population of the Republic of Tatarstan. The research results helped to identify the intergenerational peculiarities of assessment of such aspects of the education system, as a possibility to obtain appropriate education and knowledge; a possibility to fulfill oneself in the profession and study; impact of education on personal social promotion; implementation of bilingualism policy in the educational system of the republic. The intergenerational dynamics of educational level across the respondents as compared to their parents is also presented in this paper.

Отношение разных поколений населения Татарстана к экстремизму как фактор снижения межконфессиональной напряженности 1 Казанский национальный исследовательский технический университет им. А.Н. Туполева-КАИ ул. Карла Маркса, д. 10, г. Казань,

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With the growing number of people with disabilities and the need for their socialization, the role of their included education is growing. The article highlights the features of language teaching in the system of inclusive education of youth with disabilities. The specifics of learning the two main languages in the context of the language reform taking place in the national republics is considered. In the framework of inclusive education, the opportunities, advantages and difficulties of learning in two main languages of the Republic of Tatarstan (Russian Federation) of different groups of students with disabilities: dyslexic and mental illnesses, hearing impaired and deaf, visually impaired and blind, etc. The problem is the serious differences between the Turkic and Slavic languages in the field of grammar, in particular, in the construction of phrases, in the combination of the main verb with unions and particles, with auxiliary verbs and others. Difficulties in spelling, phonetics and syntax of the Russian and Tatar languages, quite overcome by most children with disabilities, become an obstacle for children with a number of mental illnesses who are unable to learn in an inclusive environment. As for diseases such as blindness, severe myopia, complete and partial hearing loss, cerebral palsy, serious cardiovascular diseases, lack of limbs and other diseases and physical limitations of children with disabilities, most of them do not interfere with inclusive language training.