Inclusive Education in Russia:
Current Trends and Impact on the Development of Children with Special Needs Automatic translate

Inclusive education is an approach to organizing the educational process, in which all children, regardless of their physical, mental, intellectual and other characteristics, are included in the general education system and study together with their peers. In Russia, this education model has gone through a difficult path of formation and continues to develop, adapting to modern realities and the needs of society.

The current stage of development of inclusive education in Russia is characterized by significant changes in approaches to teaching children with special educational needs, expansion of the regulatory framework, introduction of innovative technologies and methods. These processes have a significant impact on the quality of education, socialization and development of children with disabilities.

The relevance of the topic is due to the significant increase in the number of children with special educational needs, the need for their full inclusion in the educational space and society as a whole. Issues of effective organization of inclusive education affect the interests of a large number of families, teachers, support specialists and managers in the field of education.

Historical development of inclusive education in Russia

The history of the development of inclusive education in Russia has deep roots and is closely linked to the evolution of public attitudes towards people with special needs. Understanding the historical stages of the formation of the inclusive paradigm allows us to better understand modern trends and development prospects in this area.

The origins of inclusive education

The beginnings of care for people with special needs in Russia can be traced back to the Christianization of Rus. The first period of development of attitudes towards people with disabilities (996-1715) was characterized by a gradual transition from aggression and neglect to awareness of the need to care for people with special needs. The emergence of the first monastic shelters became an important step in the formation of a system of support for those in need.

In pre-revolutionary Russia, care for children with special needs was primarily charitable. Active development of special education began in the second half of the 19th century with the opening of specialized institutions for the education of children with hearing, vision and other disabilities. These institutions laid the foundation for the future development of the education system for children with special needs.

The Soviet period was characterized by the development of a differentiated system of special education. A network of special schools and boarding schools for children with various developmental disabilities was created, and special teaching methods were developed. However, this system was based on a segregation approach - children with special needs were taught separately from their peers in specialized institutions.

Formation of a modern system of inclusive education

The beginning of the formation of modern inclusive education in Russia dates back to the post-Soviet period. The first inclusive educational institutions appeared in Russia at the turn of the 1980s and 1990s. In Moscow in 1991, on the initiative of the Moscow Center for Curative Pedagogics and a parental public organization, the first school of inclusive education was opened.

A significant event was the implementation of the project "Integration of Persons with Disabilities", which began in the fall of 1992. Within the framework of the project, experimental sites for integrated education of children with disabilities were created in 11 regions of Russia. Curricula for courses on the basics of special (correctional) pedagogy and the characteristics of the psychology of children with developmental disabilities were also developed.

In the 2000s, the process of developing inclusive education in Russia received a new impetus thanks to the active work of public organizations, parent communities and professional associations. Gradually, a demand was formed to create a system that would allow children with special educational needs to study together with their peers.

Key stages in the formation of an inclusive model

An important stage in the development of inclusive education was Russia’s signing of the UN Convention on the Rights of Persons with Disabilities in 2008, which was then ratified in 2012. Federal Law No. 46-FZ of May 3, 2012 “On Ratification of the Convention on the Rights of Persons with Disabilities” was an important step in recognizing the right of people with disabilities to accessible and quality education.

The adoption of the Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ legally enshrined the concept of inclusive education and designated it as a priority area for the development of the educational system. The law defined inclusive education as "ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual capabilities."

The next significant step was the approval in 2014 of the Federal State Educational Standards for Primary General Education of Students with Disabilities and Education of Students with Intellectual Disabilities. These documents defined the requirements for the structure, conditions for implementation and results of mastering adapted basic general educational programs.

Thus, the history of inclusive education in Russia reflects the gradual transformation of approaches to teaching children with special educational needs: from complete rejection and isolation through segregated forms of education to integration and inclusion. The current stage is characterized by the formation of a comprehensive system of inclusive education that takes into account the diversity of educational needs of each child.

Normative and legal regulation of inclusive education

Effective implementation of inclusive education is impossible without a solid regulatory framework that defines the basic principles, mechanisms and conditions for organizing the educational process for children with special educational needs. In Russia, over the past decades, a multi-level system of legal regulation of inclusive education has been formed.

Federal legislation

At the federal level, inclusive education is regulated by a number of key documents. The fundamental one is the Constitution of the Russian Federation, which guarantees the right of every citizen to education. These guarantees apply to all children, including children with disabilities.

The Federal Law "On Education in the Russian Federation" dated 29.12.2012 No. 273-FZ established the concept of inclusive education and obliged all educational organizations to create special conditions for the education of children with disabilities. The law determined that the education of students with disabilities can be organized both together with other students and in separate classes, groups or organizations that carry out educational activities.

The Federal Law “On the Social Protection of Disabled Persons in the Russian Federation” establishes guarantees for the receipt of education by people with disabilities, and also determines the need to create special conditions for their education.

Federal Law No. 46-FZ of May 3, 2012 “On Ratification of the Convention on the Rights of Persons with Disabilities” confirmed Russia’s commitment to international standards in the area of ​​protecting the rights of people with disabilities, including the right to education without discrimination based on equal opportunities.

Another important document is the Order of the Ministry of Education and Science of the Russian Federation dated 19.12.2014 No. 1598 “On approval of the Federal State Educational Standard for primary general education of students with disabilities”, which defined the requirements for educational programs and conditions for teaching children with various developmental disabilities.

The Order of the Ministry of Education of the Russian Federation of August 28, 2020 No. 442 "On approval of the procedure for organizing and implementing educational activities under the main general educational programs - educational programs of primary general, basic general and secondary general education" regulates the issues of organizing the educational process for children with disabilities.

Regional regulations

At the regional level, regulations are also adopted that govern inclusive education issues taking into account local specifics. An example is the Resolution of the Government of the Khanty-Mansi Autonomous Okrug - Yugra dated 13.12.2013 No. 543-p "On the organization of inclusive education for individuals with disabilities in the Khanty-Mansi Autonomous Okrug - Yugra" and the Order of the Department of Education and Youth Policy of the Khanty-Mansi Autonomous Okrug - Yugra dated 20.05.2013 No. 437 "On approval of the Concept for the organization of inclusive education for disabled children and children with disabilities in the Khanty-Mansi Autonomous Okrug - Yugra".

Many regions are developing their own concepts and programs for the development of inclusive education, taking into account local specifics, available resources and the needs of the population. This allows adapting the general principles of inclusive education to the specific conditions of the regions.

Federal state educational standards for students with disabilities

A special place in the system of normative and legal regulation of inclusive education is occupied by the Federal State Educational Standards of Primary General Education for Students with Disabilities (FSES NOO OVZ) and the education of students with mental retardation (intellectual disabilities), approved in 2014 and entered into force on September 1, 2016.

The Federal State Educational Standard for Primary General Education for Children with Disabilities provides for four options for adapted basic general education programs (AOOP), differing in level of complexity and focus:

1. A program option for children who are able to receive a census education comparable in final achievements to the education of their peers without disabilities, but over a longer period of time.
2. A program option for children who are capable of receiving a qualified education, but within different calendar periods than their peers, and, if necessary, in an environment adequate to their capabilities.
3. A program option for children with developmental disabilities who are significantly behind their peers and are taught according to an adapted program that is not comparable to the general education program.
4. A program option for children with severe multiple developmental disabilities who are studying under a special individual development program (SIDP).

An important element of the regulatory framework are also documents regulating the activities of psychological and pedagogical councils of educational organizations and the provision of speech therapy assistance. Thus, the Order of the Ministry of Education of the Russian Federation dated 09.09.2019 No. R-93 approved the model Regulation on the psychological and pedagogical council of an educational organization, and the Order dated August 6, 2020 No. R-75 - the model Regulation on the provision of speech therapy assistance in organizations carrying out educational activities.

Thus, a fairly complete regulatory framework has been formed in Russia that regulates various aspects of inclusive education. It creates a legal basis for ensuring accessible and high-quality education for children with special educational needs. However, as practice shows, there is a gap between regulatory requirements and their implementation, which requires further improvement of law enforcement mechanisms.

Current state of inclusive education

An analysis of the current state of inclusive education in Russia allows us to assess the real achievements and problems in the field of teaching children with special educational needs. Statistical data, forms of organization of the educational process and regional features of the implementation of inclusion provide an idea of ​​the current state of affairs in this area.

Statistics and Facts

According to the Russian Ministry of Education, about 17 million children study in Russian schools, of which about 840 thousand have limited health capabilities and disabilities. More than 56% of children with disabilities and disabilities receive education in general education schools together with their normally developing peers. This indicates significant progress in the development of inclusive education in the country.

However, the level of awareness of parents about the presence of children with disabilities in schools remains low. According to a VTsIOM survey (2023), every second parent (48%) does not have information about whether there are children with disabilities among the students of the school their child attends. Only 33% of parents noted that there are such children in school, including 10% who indicated that their child studies with them in the same class.

As for the creation of an accessible environment, 44% of parents reported the presence of ramps in the school where their child studies, 38% - the presence of specialists (speech therapists, defectologists, psychologists) for children with disabilities. Significantly less often, parents noted the presence of toilets for children with disabilities, tactile tiles for the visually impaired and wheelchair lifts (14%, 13%, 13% respectively).

A positive trend is the growing number of children with disabilities and disabilities taking the Unified State Exam. In 2021, compared to 2020, this figure increased by almost 17%. At the same time, the results of the Unified State Exam demonstrated by children with disabilities show fairly good preparation and a high level of knowledge. In 2020, Unified State Exam participants with disabilities showed higher results in physics, history and social studies.

Forms of organization of inclusive education

In the modern Russian educational system, various forms of inclusive education are implemented:

1. Full inclusion – a child with disabilities attends a general education school on an equal basis with healthy peers and is taught according to the general program with the provision of corrective assistance if necessary.
2. Partial inclusion – a child with disabilities combines individual education at home with attendance at a general education school and is included in the general educational process in certain subjects.
3. Temporary inclusion is the periodic inclusion of a child with disabilities in the activities of a general education school, primarily of an educational nature.
4. Teaching in separate classes for children with disabilities in a comprehensive school.
5. Training using adapted educational programs using special methods and technologies.

Along with the development of inclusive education in general education schools, the system of special schools is also preserved. By 2024, it is planned to update the infrastructure of 900 special schools. This is due to the fact that full inclusion is not the optimal educational option for all children with disabilities. Some children, especially those with severe and multiple developmental disabilities, require special conditions that cannot always be created in a regular school.

Regional features of inclusion implementation

The development of inclusive education in different regions of Russia is uneven. This is due to differences in the economic situation of the regions, the level of infrastructure development, the availability of qualified personnel and other factors.

In a number of regions, innovative projects are being implemented to develop inclusive education. For example, in the Novosibirsk Region, monitoring of the effectiveness of inclusive practice was conducted, covering 34 schools in 27 municipal territories. The study showed that inclusive practice did not lead to statistically significant and reliable negative changes in the academic performance of schoolchildren. The analysis showed that academic performance did not deteriorate in 79% of students with disabilities and in 61% of normally developing schoolchildren.

The Moscow Region, Saint Petersburg, and the Republic of Tatarstan are traditionally leaders in the development of inclusive education. Resource centers have been created, regional programs to support inclusive schools have been developed, and systematic work is being carried out to improve the qualifications of teachers.

At the same time, in some regions, especially remote and economically less developed ones, problems with accessibility of high-quality inclusive education persist. This is due to a shortage of qualified specialists, insufficient funding for the creation of special conditions, and the absence of a barrier-free environment.

Thus, the current state of inclusive education in Russia is characterized by a gradual increase in the proportion of children with disabilities studying in general education schools, the development of various forms of inclusion, and the creation of special conditions for the education of children with special educational needs. However, problems with the availability of high-quality inclusive education remain, especially in remote regions, a shortage of qualified specialists, and insufficient public awareness of the principles and values ​​of inclusion.

Current trends in inclusive education

Modern inclusive education in Russia is developing under the influence of many factors that form new trends and directions. Let us consider the most significant of them, which have a significant impact on the practice of teaching children with special educational needs.

Individualization of educational routes

One of the key trends in the development of inclusive education is the transition from universal approaches to individualization of educational routes for children with disabilities. This is due to the awareness that each child with special educational needs is unique and requires a personalized approach.

Individualization is manifested in the development of adapted educational programs that take into account the specific characteristics of the child, in the use of various forms of training, in a flexible combination of the class-lesson system with individual and group lessons. An important aspect is also the variability of the assessment of the achievements of students with disabilities.

Differentiation technologies are becoming increasingly common in inclusive practice. They involve teaching each student at the level of their individual capabilities through a system of small groups. Group work is organized in such a way that each participant can contribute to the final result by completing a task that is accessible to them.

When forming groups that include children with disabilities, three important rules are taken into account: 1) careful selection of group participants to create a comfortable and friendly atmosphere; 2) selection of tasks that correspond to the capabilities of all children in the group, including children with disabilities; 3) teaching all children the correct ways to provide assistance, excluding excessive care and mistrust of the capabilities of a child with disabilities.

Digitalization of inclusive space

Digital technologies open up new opportunities for teaching children with disabilities and are becoming an important tool for implementing inclusive education. They help overcome physical, cognitive and social barriers, making education more accessible to everyone.

Adaptive teaching materials, assistive technologies, and online learning platforms allow children with various disabilities to gain knowledge in a format and at a pace that is convenient for them. For example, screen access programs are used for children with visual impairments, speech visualization programs are used for children with hearing impairments, and alternative information input devices are used for children with motor impairments.

Assistive communication technologies help children with communication disorders understand others and express themselves. For children with speech and language disorders (aphasia, dysarthria, apraxia), programs are used that convert text into sound or allow communication using images. Applications using artificial intelligence, such as Zvukogram, Elevenlabs, Speechify, Voicemaker, are becoming increasingly popular in inclusive practice.

Distance learning, which has become widespread during the pandemic, has also become an important tool for inclusive education. It allows children with limited mobility or chronic illnesses that require long-term treatment to continue their education and remain included in the school community.

An interdisciplinary approach to supporting students with disabilities

Modern inclusive education is based on an interdisciplinary approach, which involves the interaction of specialists of various profiles: teachers, psychologists, defectologists, speech therapists, medical workers, social workers, tutors. Each of them makes their contribution to the creation of optimal conditions for the education and development of a child with disabilities.

An important tool for implementing an interdisciplinary approach is the psychological and pedagogical council of the educational organization. It ensures collegiality in making decisions about the educational route of a child with disabilities, about the necessary special conditions, about the dynamics of his development and adjustment of the educational program.

The Order of the Ministry of Education of the Russian Federation dated 09.09.2019 No. R-93 approved the model Regulation on the psychological and pedagogical council of an educational organization, regulating the activities of this body. The council has become an important element of the system of psychological and pedagogical support for children with disabilities in the context of inclusive education.

Another trend is the development of the tutoring institute. The tutor is becoming an important figure in the inclusive education system, providing individual support to a child with special educational needs. He or she helps the child adapt to the school environment, master the educational material, and interact with peers and teachers.

An interesting fact is that in Russia an algorithm of actions has been developed to implement the right of parents (legal representatives) of disabled children to employment in the positions of "tutor" and "assistant (assistant)" in organizations that carry out educational activities. This allows parents to directly participate in the educational process of their child, providing him with the necessary support.

Thus, modern trends in the development of inclusive education in Russia are aimed at creating a flexible, adaptive educational environment that takes into account the individual characteristics and needs of each child. Individualization of educational routes, digitalization of the educational space and an interdisciplinary approach in support of students with disabilities contribute to improving the quality and accessibility of education for children with special educational needs.

The Impact of Inclusive Education on Child Development

The impact of inclusive education on the development of children with special educational needs and their normally developing peers is the subject of numerous studies. The results of these studies allow us to assess the effectiveness of inclusive practices and their impact on various aspects of children’s development.

Socialization of children with special educational needs

One of the key advantages of inclusive education is its positive impact on the socialization of children with disabilities. In the context of inclusion, children with special educational needs have the opportunity to interact with a wide range of people, master social roles, and expand the scope of freedom of choice in determining their life and professional path.

Research shows that inclusive education helps children with disabilities develop communication skills, the ability to establish and maintain social contacts, and adapt to various social situations. In an inclusive environment, they learn to interact with different people, overcome communication barriers, defend their interests, and take into account the interests of others.

An important aspect of socialization is the formation of positive self-esteem and self-confidence. In an inclusive environment, children with disabilities have the opportunity to demonstrate their abilities, gain recognition from peers and teachers, and feel like full participants in the educational process. This contributes to the formation of a positive self-image, faith in their strengths and capabilities.

Supplementary education plays a special role in the socialization of children with disabilities. It expands the knowledge about the child’s capabilities and creative potential, ensures a situation of success in the chosen field of activity, forms a social circle, and facilitates the involvement in the creative process of not only the child with disabilities, but also his immediate environment.

Academic achievement in an inclusive environment

The impact of inclusive education on children’s academic performance is one of the most controversial issues. There are concerns that joint education of children with different educational needs may lead to a decrease in the academic performance of both children with disabilities and their normally developing peers. However, research shows that with the correct organization of the educational process, these concerns are not confirmed.

Thus, monitoring the effectiveness of inclusive practice in the Novosibirsk region showed that academic performance did not deteriorate in 79% of students with disabilities and 61% of normally developing schoolchildren. Some decrease in academic performance noted in some students in grades 5-7 (39% of normally developing schoolchildren and 21% of children with disabilities) is explained by age-related characteristics typical of adolescence, and is also observed in the traditional (non-inclusive) educational process.

An interesting fact is that in 2020, disabled participants in the Unified State Exam showed higher results in physics, history and social studies compared to the general indicators. This indicates that when special conditions are created, children with disabilities and disabilities are able to achieve high academic results.

To achieve positive results in teaching children with disabilities in an inclusive environment, various pedagogical approaches and methods are used. One of them is the case-study method, which involves creating educational situations based on the material being covered. This method gives teachers the opportunity to create conditions for students themselves in which they can apply the knowledge they have acquired in practice.

Psychological aspects of cooperative learning

Inclusive education has a significant impact on the psychological development of both children with disabilities and their normally developing peers. Research shows that the socialization process in inclusive classes is characterized by favorable trends and does not reveal problematic or threatening indicators. The risk of deterioration in the parameters of social well-being and social tension is overcome in most inclusive schools.

For children with disabilities, joint education with healthy peers helps to form adequate self-esteem, reduce anxiety, and develop emotional intelligence. In an inclusive environment, they learn to overcome difficulties, become more independent and self-confident.

For children with normal development, the experience of joint education with children with disabilities also has a positive effect. It helps to form a tolerant attitude towards people with special needs, develop empathy, and readiness to help each other. Children learn to perceive human diversity as a natural characteristic of society and to appreciate the uniqueness of each person.

The teacher plays an important role in creating a favorable psychological atmosphere in an inclusive class. His professional position, attitude to inclusion, readiness to work with different children largely determine the psychological climate in the class and the attitude of children towards each other. The pedagogical position of the teacher is the most important factor in the success or failure of inclusive education.

Research shows that the attitude of different groups of participants in the educational process to inclusive practice varies. The most positive attitude is demonstrated by school administrators, parents and children themselves. At the same time, the attitude towards inclusion in the group of teachers is ambiguous. In a number of schools, from 30 to 40% of teachers are still not convinced of the possibility and expediency of teaching children with disabilities in a general education environment. This may be due to innovative barriers in the consciousness of teachers, rigid psychological attitudes, high anxiety against the background of professional responsibility, insufficient psychological and pedagogical competence.

Thus, the impact of inclusive education on children’s development is complex and affects various aspects: socialization, academic performance, psychological well-being. With the correct organization of the educational process, the creation of the necessary special conditions, the provision of psychological and pedagogical support, inclusive education contributes to the full development of both children with disabilities and their normally developing peers.

Training of teaching staff

The effectiveness of inclusive education largely depends on the willingness of teachers to work with children with different educational needs. Training qualified personnel for the inclusive education system is one of the key tasks at the present stage.

Competencies of an inclusive education teacher

In the context of inclusion, the teacher finds himself in a new psychological and pedagogical space, which requires him to develop special professional competencies. Specialists in the field of inclusive education (S. V. Alekhina, E. N. Kutepova, V. I. Lopatina, N. Ya. Semago, M. M. Semago, O. S. Kuzmina) identify three main blocks of professional qualities of inclusive competence.

The first block is motivational and value qualities. The teacher must know the essence of inclusive education, its goals and objectives, basic conditions, barriers and resources. It is important that the teacher accepts the philosophy of inclusion, is ready to work with different children, and sees potential for development in each child.

The second block includes cognitive qualities: knowledge about the developmental characteristics of children with various disabilities, understanding the specifics of their education, mastery of special methods and technologies. The teacher must be able to diagnose the level of development of a child with disabilities, determine their potential capabilities and educational limits, plan the educational process taking into account individual characteristics, and provide psychological and pedagogical support.

The third block consists of operational and activity-based qualities: the ability to apply special teaching methods and techniques, adapt educational material, create special conditions necessary for a specific child, and interact with other specialists and parents.

Professionally trained teachers are able to adequately perceive non-standard situations related to the behavioral and psychological characteristics of students with disabilities and respond to them effectively. They avoid both alienation from such children and hyperattention to them.

Advanced training system

The preparation of teachers for work in inclusive education is carried out both within the framework of professional education and through the system of advanced training. Special training for teaching children with disabilities is provided by postgraduate education and advanced training courses, resource centers and internship sites implementing inclusion, scientific and practical conferences and seminars.

Basic professional organizations and resource educational and methodological centers have been created in Russia, which provide methodological support to teachers working with children with disabilities. According to data for 2021, there are 121 basic professional organizations, 40 resource educational and methodological centers in the secondary vocational education system and 21 similar centers in higher education in 83 regions, which have more than 560 partner universities.

However, despite the existence of a teacher training system, there remains a shortage of personnel working with disabled children. In 2021, the shortage of specialists working with disabled children in the secondary vocational education system amounted to 10 thousand people. This indicates the need for further development and improvement of the system of training teachers for inclusive education.

Professional challenges and ways to overcome them

Teachers working in inclusive settings face various professional challenges. Among them are the need to adapt educational material for children with different educational needs, organize effective interaction between all children in the class, assess the achievements of students with disabilities, and work with parents.

Working with children with autism spectrum disorders (ASD) is particularly difficult. According to data from 2022, 56,000 children under 17 in Russia were diagnosed with autism. Experts note that autism and other mental disorders are a priority challenge for inclusive education. This is due to the fact that working with such children requires deep and serious training (retraining) of specialists.

To overcome professional difficulties, teachers must constantly improve their qualifications, exchange experiences with colleagues, and collaborate with other specialists (psychologists, defectologists, speech therapists, and medical workers). Network interaction between schools implementing inclusive education is also an important resource.

The formation of an inclusive culture in educational organizations plays a significant role in the training of teachers. An inclusive culture involves the adoption of values ​​of respect for diversity, support for each student, and cooperation. In organizations with a developed inclusive culture, these values ​​are shared by all employees and serve as the basis for decision-making.

Thus, training of teaching staff for the inclusive education system requires a comprehensive approach, including the formation of motivational and value attitudes, the development of professional competencies, and practical training for working with children with various educational needs. Successful solution of this problem is one of the key conditions for the effective implementation of inclusive education in Russia.

The Role of Support Specialists in Inclusive Education

For the effective implementation of inclusive education, trained teachers alone are not enough – a team of support specialists is needed who provide comprehensive support to children with special educational needs. Let’s consider the main aspects of their activities.

Psychological and pedagogical council of the educational organization

The psychological and pedagogical council (PPC) is a key element of the support system for children with disabilities in an educational organization. The activities of the PPC are regulated by the Order of the Ministry of Education of the Russian Federation dated 09.09.2019 No. R-93, which approved the model Regulation on the psychological and pedagogical council of an educational organization.

The PPC is a permanent team of specialists united by common goals, implementing a strategy for supporting a child with disabilities in the educational process. The council includes representatives of the administration, teachers, an educational psychologist, a speech therapist, a special education teacher, a social worker, and a medical worker.

The main tasks of the PPK are:

• identification of difficulties in mastering educational programs, developmental characteristics, social adaptation and behavior of students;
• development of recommendations for organizing psychological and pedagogical support for students;
• consulting participants in educational relations on issues of creating special learning conditions;
• monitoring the implementation of the recommendations of the PPC.

The PPC conducts a primary examination of the child, determines the characteristics of his or her development, identifies learning difficulties and possible causes of their occurrence, and develops recommendations for creating special educational conditions. Based on the recommendations of the psychological, medical and pedagogical commission (PMPC) and the results of its own examination, the PPC develops a program of psychological and pedagogical support for a child with disabilities.

During the implementation of the support program, the PPC monitors the dynamics of the child’s development, the effectiveness of the created conditions and the teaching methods used. If necessary, the program is adjusted taking into account the results obtained.

Tutor support

A tutor is one of the key figures in the system of supporting a child with disabilities in the context of inclusive education. His task is to individualize the learning process, adapt the curriculum to the capabilities and needs of a specific child, and help him master the educational space of the school.

Tutor functions include:

• assistance in the child’s adaptation to a new environment;
• creating comfortable conditions for learning;
• assistance in the formation of educational behavior;
• assistance in organizing the learning space and interacting with teachers;
• monitoring the child’s emotional state;
• involving the child in interaction with classmates.

The tutor works closely with teachers, support specialists and the child’s parents, ensuring the coordination of their actions. He participates in the development of an individual educational route, records the dynamics of the child’s development, collects and analyzes information about successes and difficulties in the learning process.

An interesting fact is that in Russia, parents of children with disabilities have the right to be employed as tutors and assistants (helpers) of their children in educational organizations. A special algorithm of actions has been developed to implement this right.

Interaction between specialists and parents

The success of inclusive education largely depends on the effective interaction of all participants in the educational process: teachers, support specialists, school administration and, of course, parents. Parents of a child with disabilities are important members of the support team, as they know their child’s characteristics, strengths and difficulties best of all.

A particularly important role belongs to the joint activities of the educational institution’s teaching staff with the family of the child with disabilities. Additional education expands the information about the child’s capabilities and creative potential, ensures a situation of success in the chosen field of activity, forms a social circle, and facilitates the involvement in the creative process of not only the child with disabilities, but also his immediate environment.

Interaction between specialists and parents includes:

• informing parents about the results of diagnostics, the characteristics of the child’s development, his successes and difficulties in learning;
• consulting on issues of creating special conditions for the education and development of a child at home;
• training parents in special methods and techniques for working with a child;
• involving parents in the decision-making process regarding the child’s educational path;
• psychological support for parents.

For effective collaboration, it is important that all members of the support team recognize the value of each team member’s contribution, respect different points of view, can openly discuss problems and jointly seek solutions.

Thus, the role of support specialists in inclusive education is difficult to overestimate. They provide comprehensive support for children with disabilities, create conditions for their successful learning and socialization, and coordinate the efforts of all participants in the educational process. The effective functioning of the support specialist team is one of the key conditions for the successful implementation of inclusive education.

Digital technologies in inclusive education

In the modern world, digital technologies are becoming an important tool for providing accessible and high-quality education for children with disabilities. They help overcome physical, cognitive and social barriers, making the educational process more flexible and adaptive.

Assistive technologies

Assistive technologies are devices, programs and systems that help children with disabilities compensate for existing impairments and more effectively engage in the educational process. They open up new opportunities for learning, communication and socialization of children with various developmental disabilities.

For children with visual impairments, screen access programs that read text information aloud, electronic magnifying glasses, book readers with audio output, printers, and Braille displays are used. These technologies allow blind and visually impaired children to access educational materials on an equal basis with their peers.

Children with hearing impairments can use automatic speech recognition and text-to-text programs, visual notification systems, and FM systems that amplify sound and transmit it directly to the hearing aid. This helps them better perceive the teacher’s speech and participate in discussions in class.

Alternative input devices (touch screens, joysticks, head manipulators, gaze control systems), programs to simplify work with the keyboard and mouse have been developed for children with musculoskeletal disorders. They enable children with limited mobility to work effectively on the computer.

Adaptive educational platforms

Adaptive educational platforms are digital systems that automatically adjust to the individual characteristics and needs of each student. They analyze the child’s successes and difficulties and, based on this data, offer tasks of the appropriate level of complexity, select the most effective ways of presenting material, and regulate the pace of learning.

Such platforms are especially useful for children with disabilities, as they allow for the creation of a truly individual educational trajectory that takes into account the specific characteristics of the child. For example, for children with dyslexia, the platform can offer material in audio format or using special fonts, for children with ADHD – break tasks into small blocks and include interactive elements that hold attention.

The use of adaptive educational platforms helps to increase motivation for learning, as children receive tasks that match their abilities and can see their progress. In addition, such platforms provide teachers with detailed information about the results of each student, which helps to build a more effective teaching strategy.

Distance learning forms

Distance learning, which has become widespread in recent years, opens up new opportunities for children with disabilities. They allow them to study in a comfortable home environment, at a convenient pace, using specially adapted materials and technical means.

Distance learning is especially relevant for children with limited mobility, chronic diseases requiring long-term treatment, children living in remote areas where there are no specialized educational institutions. It makes quality education accessible to those who, for one reason or another, cannot attend a regular school.

The order of the Department of Education and Youth Policy of the Khanty-Mansiysk Autonomous Okrug - Yugra No. 1087 dated 13.08.2015 approved sample curricula for children with disabilities who require long-term treatment, as well as disabled children receiving education at home or in medical organizations, including using distance technologies. This indicates recognition of the importance of distance learning for children with special educational needs at the regulatory level.

Distance learning can be combined with face-to-face learning, creating mixed (hybrid) forms of education. For example, a child can attend some lessons at school and study others remotely. Or participate in classwork remotely, via video conferencing, when unable to come to school for health reasons.

Thus, digital technologies play an important role in creating an accessible and adaptive educational environment for children with disabilities. Assistive technologies, adaptive educational platforms and distance learning expand the possibilities of inclusive education, making it more flexible and effective. However, it should be remembered that technologies are only a tool, and their effectiveness depends on how competently they are used in the educational process.

Russian and international experience of inclusion

A comparison of Russian and international experience in implementing inclusive education allows us to identify general trends and features of the domestic model of inclusion, as well as to assess the possibilities of adapting successful foreign practices to Russian conditions.

Comparative analysis of inclusive education models

Inclusive education is developing in many countries around the world, but approaches to its implementation vary depending on socio-economic conditions, cultural traditions, and characteristics of the educational system.

Italy is one of the pioneering countries in the field of inclusive education. In the 2022/2023 school year, more than 300,000 students with disabilities studied in Italian schools. The Italian model of inclusion is characterized by a high degree of integration of children with disabilities into mainstream schools, the presence of a support system in the form of special teachers and assistants, and the active participation of the family in the educational process.

Estonia is considered one of the leaders in inclusive education in Europe. Since 2010, the country has implemented an inclusive approach in all educational institutions. In the 2022/2023 academic year, approximately 14,000 children with special educational needs were studying in Estonian schools, which is approximately 10% of the total number of students. At the same time, 80% of children with disabilities are taught in regular classes with their peers without disabilities. There are more than 4,000 specialists in supporting students with disabilities in schools, and the Estonian Ministry of Education and Research regularly conducts professional development programmes for teachers.

The Russian model of inclusive education has its own specifics. In Russia, more than 56% of children with disabilities receive education in general education schools together with their normally developing peers. However, the system of special schools is also preserved, which continues to develop and modernize. By the end of 2024, it is planned to update the infrastructure of 900 special schools. This approach ensures the variability of educational routes for children with disabilities depending on their individual characteristics and needs.

A distinctive feature of the Russian model of inclusion is also its gradual, step-by-step implementation. The process of including children with disabilities in the general education environment is not revolutionary, but evolutionary, which allows us to minimize risks and provide the necessary conditions for all participants in the educational process.

Adaptation of international practices to Russian conditions

Studying international experience of inclusive education and adapting successful practices to Russian conditions is an important direction in the development of the domestic education system. At the same time, it is necessary to take into account the specifics of Russian education, cultural traditions, and socio-economic conditions.

From foreign experience, such elements as the creation of resource classes for children with autism spectrum disorders, the use of tutor support technology, and the application of various models of joint teaching (a general education teacher and a special education teacher work together in a class) have already been introduced into Russian practice.

Of particular interest is the experience of countries that have achieved significant success in preparing teachers for work in inclusive settings. For example, in Finland, all teachers receive basic training in special education as part of their basic teacher education. This ensures a high level of teacher readiness to work with children with different educational needs.

It is also relevant for Russia to study the experience of creating a barrier-free environment and applying universal design in education. The principles of universal design involve creating an educational environment that would be accessible and comfortable for all children, regardless of their characteristics, without the need for special adaptation or modification.

A promising direction is the adaptation of foreign experience in assessing the quality of inclusive education. The development of criteria and indicators for the effectiveness of inclusive practices will allow for a more objective assessment of achievements and determination of directions for further development.

When adapting international experience, it is important to take into account not only educational, but also social, economic, and cultural factors. Successful practices of inclusive education should be integrated into the existing education system and meet the needs and capabilities of Russian society.

Thus, the Russian model of inclusive education is formed under the influence of both domestic traditions and approaches, and international experience. Comparative analysis of various models of inclusion and adaptation of successful foreign practices contribute to the development of the domestic system of inclusive education, making it more effective and in line with international standards.

Prospects for the development of inclusive education in Russia

An analysis of the current state and development trends of inclusive education in Russia allows us to determine the main prospects and directions for its further improvement. Let us consider strategic directions of development, ways to overcome existing barriers and the formation of an inclusive culture in society.

Strategic directions of development

Strategic directions for the development of inclusive education in Russia are determined by state policy in the field of education, which is aimed at providing accessible and high-quality education for all children, regardless of their characteristics and capabilities.

One of the priority areas is the creation of a unified educational space for children with different educational needs. This involves the development of variable forms of education that ensure maximum individualization of educational routes.

An important strategic direction is the improvement of the regulatory framework for inclusive education. Despite the fact that Russia has already created a fairly complete regulatory framework regulating various aspects of inclusive education, further development of law enforcement mechanisms, elimination of contradictions between various regulatory acts, development of clearer standards and criteria for assessing the quality of inclusive education is required.

Developing a system for training and improving the qualifications of teaching staff to work in inclusive conditions is another important area. This includes improving professional education programs, creating an effective system of methodological support for teachers, developing professional communities and networking of educational organizations.

Another relevant area is the introduction of modern technologies into inclusive education. This concerns both digital and assistive technologies that help children with disabilities overcome barriers in learning, and pedagogical technologies that ensure effective learning in heterogeneous groups.

Ways to overcome existing barriers

There are a number of barriers to the development of inclusive education in Russia that need to be overcome. Let’s look at the main ones and possible ways to overcome them.

Barriers to physical accessibility of educational institutions. Despite the implementation of the "Accessible Environment" program, many schools are still not equipped with the necessary elements of a barrier-free environment. To solve this problem, it is necessary to continue work on creating a barrier-free architectural environment in educational institutions, implement the principles of universal design, and provide educational institutions with special equipment and teaching aids.

Shortage of qualified personnel. The shortage of specialists working with children with disabilities is a serious problem for the development of inclusive education. Ways to overcome this barrier include developing a system of professional training and retraining of teachers, creating incentives to attract specialists to the field of inclusive education, and developing the institution of tutoring.

Psychological barriers and stereotypes. Negative attitudes and prejudices towards children with disabilities persist both among teachers and in society as a whole. To overcome these barriers, systematic work is needed to form an inclusive culture, educational activities aimed at changing attitudes towards people with special needs, and creating a positive image of inclusion in the media.

Insufficient funding. Creating special conditions for the education of children with disabilities requires significant financial costs. Solutions to this problem include improving the mechanisms for financing inclusive education, attracting additional sources of funding, including extra-budgetary ones, and developing public-private partnerships in the field of education.

Organizational and methodological barriers. The absence of effective models for organizing inclusive education, a shortage of methodological materials, difficulties in adapting educational programs - all this complicates the implementation of an inclusive approach. To overcome these barriers, it is necessary to develop a methodological base for inclusive education, disseminate successful experience, create resource centers and internship sites.

Formation of an inclusive culture in society

Formation of an inclusive culture in society is one of the key conditions for the successful development of inclusive education. An inclusive culture implies the acceptance of the values ​​of respect for diversity, equal opportunities, tolerance, and mutual assistance.

According to a 2023 VTsIOM poll, 65% of Russians believe it is necessary to create conditions for joint education of children with disabilities and children without disabilities. This indicates positive changes in public consciousness. However, there is still a significant part of the population that does not support the idea of ​​inclusion, and the level of awareness of inclusive education remains low.

To form an inclusive culture, systematic work is needed in several areas:

• educational activities aimed at informing society about the nature and values ​​of inclusion;
• inclusion of inclusion issues in professional training programs not only for teachers, but also for other specialists;
• creating a positive image of people with disabilities in the media, literature, and art;
• organizing joint events and projects in which people with different abilities participate;
• development of volunteer movements aimed at supporting people with disabilities;
• creating conditions for the active participation of people with disabilities in public life.

Particular attention should be paid to the formation of an inclusive culture in educational organizations. School should become a place where all children feel accepted and valued, where diversity is seen as a resource for enriching the educational process, and not as a problem.

S.V. Alekhina, director of the Institute of Inclusive Education Problems, notes that “education will become inclusive only when the idea of ​​inclusion becomes its internal content and quality.” This means that inclusion should become not just a formal requirement, but a deeply rooted value that determines all aspects of the educational process.

Thus, the prospects for the development of inclusive education in Russia are associated with the implementation of a set of measures aimed at overcoming existing barriers and creating an effective education system that meets the needs of all children. At the same time, the formation of an inclusive culture in society, which creates the basis for accepting the ideas of equality and respect for diversity, is of key importance.

Inclusive education in Russia has gone through a difficult path of development: from complete rejection and isolation of children with special needs through segregated forms of education to integration and inclusion. The current stage is characterized by the formation of a comprehensive system of inclusive education that takes into account the diversity of educational needs of each child.

In recent years, a solid regulatory framework for inclusive education has been formed in Russia, organizational and methodological conditions have been created for teaching children with disabilities in general education schools, a system for training teaching staff has been developed, and modern technologies have been introduced. More than 56% of children with disabilities and disabilities receive education in general education schools together with their normally developing peers.

Research shows that when properly organized, inclusive education has a positive effect on socialization, academic performance, and psychological well-being of both children with disabilities and their normally developing peers. Inclusive education helps to develop a tolerant attitude toward people with special needs, empathy, and a willingness to help each other.