15. Однако его внедрение, судя по о

15. Однако его внедрение, судя по опыту, сталкивается не только с трудностями организации так называемой «безбарьерной среды» (пандусов, одноэтажного дизайна школы, введения в штаты сурдопереводчиков, переоборудования мест общего пользования и т.п.), но и с препятствиями социального свойства, заключающимися в распространенных стереотипах и предрассудках, в том числе в готовности или отказе учителей, школьников и их родителей принять рассматриваемую форму образования.

Результаты (английский) 1:

15. However, it appears from experience, faced not only with difficulties organizing the so-called "barrier-free" Wednesday (ramps, one-story design schools, States sign language interpreters, refurbishment of common areas, etc.), but also with obstacles of social properties, namely, common stereotypes and prejudices, including the willingness or refusal of teachers, pupils and their parents to take considered form of education.

Результаты (английский) 2:

15. However, its implementation, judging by experience, not only faced with the difficulties of organizing the so-called "barrier-free environment" (ramps, single-storey school of design, the introduction of sign language interpreters in the states, the conversion of public spaces, etc.), but also social obstacles properties, as widespread stereotypes and prejudices, including the refusal of teachers, students and their parents to accept this form of education.

Результаты (английский) 3:

15. however, its implementation, based on experience, not only faces with the difficulty of the so-called "безбарьерной environment (ramps, floor design school of america sign language interpreters, improvement of common spaces, etc.), but also with the obstacles of social properties, namely common stereotypes and prejudice, including preparedness or refusal of teachers, школьни s and their parents to take the form of education.