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Teacher Training and Professional Development for Inclusion in Russia
Ch. 9. P. 169–188.
Alekhina S., Kozlova M. A.
The chapter discusses professional training and advanced training of school teachers as a critical pillar of the development of inclusive education in Russia. Based on the analysis of normative documents regulating the professional training and educational activities of teachers, as well as the results of a series of empirical studies, the shortcomings of the existing system are explicated, slowing down the spread of inclusive practices, reducing the level of subjective well-being of teachers and indirectly affecting the well-being of students. Positive changes are also revealed both in the attitudes of Russian teachers towards inclusive education and in the development of their professional competencies and represented in comparison with the current situation in a number of post-Soviet countries
Publication based on the results of:
In book
Ajsmontas B., Alekhina S., Aleksandrova L., Anchikov K., Bolshakov N., Cherviakova A. A., Iarskaia-Smirnova E. R., Kersha Y., Khalina N., Kosaretsky S., Kozlova M. A., Mertsalova T., Mikheev I. S., Pishnyak A., Prisyazhniuk D., Sinyavskaya O., Vlasova T., Zaichenko N. A. Springer, 2024.
Iskakova B., Kleinlein E. V., Prisyazhniuk D. et al., European Journal of Education 2026 Vol. 61 No. 3 Article e70810
This study examines pre-service teachers' (PSTs) attitudes towards inclusive education in Germany and Russia and investigates how they relate to teacher training curricula and teacher educators' discourse. A mixed-methods design was used, including an online survey of PSTs (n = 460) with an open-ended question, curriculum review and exploratory interviews with university educators in both contexts. The ...
Added: August 3, 2026
Lawal M. O., Asia and Africa today 2026 No. 4 P. 70–76
Inclusive education refers to a setting where neurotypical and neurodiverse pupils attend the same school and where barriers are eliminated to promote equitable academic and social involvement. Although inclusive education has drawn attention from throughout the world, it is still relatively new in Nigeria and faces several challenges, including a teacher shortage, a lack of ...
Added: May 7, 2026
Абимбола О. А., Балогун А. Д., Мир психологии. Научно-методический журнал 2025 № 3(122) С. 200–211
Children with learning difficulties in Nigeria face systemic exclusion from quality education due to fragmented collaboration between educators, caregivers, and social policy developers. This study examines collaborative approaches that support children with learning difficulties and identifies systemic barriers that hinder the effectiveness of these approaches. The analysis includes 45 semi-structured interviews and focus groups with ...
Added: May 4, 2026
Абимбола О. А., Психологическая наука и образование 2026 Vol. 31 No. 2 P. 244–255
Context and relevance. The article discusses the lack of scientific knowledge about the barriers and factors of systemic failure in adapting inclusive educa tion models to the ethnolinguistic diversity and acute resource constraints characteristic of low- and middle-income countries (LMICs). Objective. The aim is to identify key factors that promote and hinder the implementation of ...
Added: May 4, 2026
Воеводина Е. В., Garmonova A., Opfer E. et al., Журнал исследований социальной политики 2025 Т. 23 № 2 С. 309–328
This article examines the educational risks faced by master’s students in the context of inclusive learning. Although research on inclusive education has expanded in recent years, the master’s level has largely been overlooked by
scholars, with most studies focusing on adapted bachelor’s programs. This study aims to identify and assess risk factors affecting the success of students with disabilities ...
Added: October 24, 2025
Guseva P., Kozlova M. A., Журнал исследований социальной политики 2026 Т. 24 № 1 С. 7–26
Research on inclusive education highlights the distinctive role of parents of disabled children in developing and disseminating inclusive practices. However, access to upper secondary education for students with special educational needs stemming from social, cultural, or biographical factors is rarely conceptualised as inclusive education in the Russian context, and therefore remains largely outside public and ...
Added: May 14, 2025
Мельник Ю. В., В кн.: Непрерывное профессиональное образование лиц с особыми потребностями.: БГУИР, 2023. С. 188–191.
The author discusses the concept of friendliness of the learning environment for various categories of exceptional people when they study at school and gives her own definition of the concept of “exceptionality”. The conditions for designing a friendly-learning environment for all members of the school community as part of the development of inclusive practice are ...
Added: May 12, 2025
Мельник Ю. В., Методология и технология непрерывного профессионального образования 2023 № 3 (15) С. 25–31
The author of the article examines some definitions of understanding coping, taking into account its role in the formation of the philosophy of exceptional learner’s independent life in a friendly learning environment. The central conditions for the formation of productive coping are identified, pedagogical techniques for constructing coping are highlighted as the basis for the ...
Added: May 12, 2025
Мельник Ю. В., В кн.: Со-участие: инструменты, ресурсы, практики образования и социальной интеграции лиц с особыми образовательными потребностями.: Калининград: Издательство Балтийского федерального университета им. И. Канта, 2024.
Forming the exceptional learner’s participatory position in the conditions of inclusive education is a key direction in the development of the continuous involvement of such an individual in both academic and social realities and is a relevant research, as well as practice-oriented area of activity. The author analyzes variable conceptual approaches to understanding participation, defines ...
Added: May 11, 2025
Lawal M. O., Iarskaia-Smirnova E. R., Tomsk State University Journal of Philosophy, Sociology and Political Science 2025 Vol. 83 P. 182–192
The current trends, problems and prospects in the field of inclusive education in Nigeria are shown on a base of the materials of a systematic analysis of the largest international periodicals. The analysis revealed some gaps in the field of scientific research concerning a number of aspects of inclusive education in Nigeria. Existing research in international ...
Added: April 27, 2025
Vlasova A. S., Mikheeva I. V., Вестник Воронежского государственного университета. Серия: Право 2025 № 2 С. 262–269
An article is devoted to the specifics of the implementation of the rights of pupils with limited health capabilitiesin Russia. Using the general scientific systematic method, techniques of analysis and synthesis, induction and deduction, as well as the particular scientific - formal legal method, the article characterizes the technical and legal tools used to normatively consolidate ...
Added: April 17, 2025
Iarskaia-Smirnova E. R., Bolshakov N., Walker C., Children and Youth Services Review 2025 Vol. 169 Article 108087
Thirty years have passed since the Salamanca Statement that outlined the fundamental policy shifts required to promote inclusive education. In post-communist Eastern Europe and Eurasia the implementation of inclusive education policies began relatively recently. The article presents the results of a comparative cross-national survey conducted in 2021 in five post-soviet countries that represent two geographic ...
Added: February 19, 2025
Kozlova M. A., Ryabichenko T., Children and Youth Services Review 2024 Vol. 163 Article 107785
Inclusivity has become the cornerstone of many government policies for the development of education in the two largest post-Soviet countries, namely Russia and Kazakhstan. In this study, we focus on teachers’ attitudes towards inclusive education, taking into consideration individual and institutional factors that may promote or hinder the implementation of appropriate policies. The study was ...
Added: September 13, 2024
Elena Iarskaia-Smirnova, Daria Prisiazhniuk, Kosova O., , in: Inclusive education in the Russian Federation: Scoping International and Local Relevance.: Springer, 2024. Ch. 12 P. 247–266.
Added: June 18, 2024
Мельник Ю. В., Отечественная и зарубежная педагогика 2023 Т. 1 № 2 (91) С. 153–168
Introduction. The social and pedagogical inclusion of learners is the result of the combinatorial impact of various factor determinants that affect both the content of the educational process itself and the interactive network of exceptional individual’s social contacts in his / her interaction with various groups of subjects of teaching and educational activities. A special ...
Added: March 14, 2024
Соколова Л. А., Altukhov S., Щурова Н. В., Вестник спортивной науки 2022 № 4 С. 51–58
This article summarizes the prerequisites for updating professional standards in the field of physical culture and sports and reveals the patterns of formation of labor functions and the interaction of various specialists of physical culture and sports organizations to form new professional standards. The relevance of the presented results of the study is due to ...
Added: March 14, 2024
Fedorov O., Киселева Е. В., Непрерывное образование 2023 Т. 1 С. 36–44
The article is devoted to the stable trends in the development of school education, which largely determine the system of teacher training for professional activity. The authors stand that in the foreseeable future, the most pressing issues of school everyday educational practices will be the formation of a positive atmosphere and a healthy climate in ...
Added: February 16, 2024
Iarskaia-Smirnova E. R., Salnikova D., Kononenko R. V., Children and Youth Services Review 2024 Vol. 158 Article 107432
Social capital is one of the core concepts in the studies of education. This concept is broadly used in relation to inclusion. At the same time, the analysis of social capital of parents of children enrolled in mainstream schools in post-socialist countries is still missing in the literature. Based on a survey carried out in ...
Added: January 30, 2024
Md. Reza Habib, Roy Chowdhury A., Uldanov A., Journal of South Asian Development 2024 Vol. 19 No. 1 P. 61–82
In coordination with the Government of Bangladesh, the United Nations Children's Fund and Save the Children International have been conducting a non-formal educational program for the children of Rohingya refugees since 2017. Domestic partner non-governmental organizations are implementing the initiative. The purpose of this study was to examine the policy and the institutional arrangements and ...
Added: December 18, 2023