Music Education for Inclusion: The Call to the Musicians Professional Community in Russia: The Legal Professions in France and Russia.

International audienceRussian state in the post-perestroika period has come to the need for the economy of knowledge and society of equal opportunity. However this movement had created some contradictions in the professional musical community in Russia. Different teachers are oriented on different values. This situation set at variance between value orientation of elite music community and social oriented music teachers, who give support to children with health problems and disability. Аltruistic teachers have got rather strong reasons for their conclusions based on the researches carried out in the frames of musical therapy. Classes of altruistic teachers make it possible to resolve a wide range of problems. Тhe list of main special children's problems, which music lessons may solve, is the following: coordination problems; small motor function movements problems; speech disturbances; delayed response. Then we can demonstrate how these problems are solved during violin classes. Learning playing the violin is considered a hard process. There are several requirements to collective musical performance: communication and emotional contact with peers; the ability to organize their activities; concentration, involvement in the process. Potential of music therapy includes: Emotional contact with the teacher; No side effects from therapy; Violin tone; Development of fine motor skills; Reducing of muscle tension; both a teacher and a student are penetrated with the spirit of elite culture and great achievements. However, the violin is extremely useful for special children. In fact, there are no qualified teachers to work with them. Thus, educational programs require the participation of experts: musicians; sociologists; psychologists; social workers; trainers of special education