Инклюзия — это для всех? Отношение родителей к образовательной инклюзии детей из семей с опытом миграции

Журнал исследований социальной политики. 2026. Т. 24. № 1. С. 7–26.

Guseva P., Kozlova M. A.

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 policy debates. This article examines the attitudes of parents of students in inclusive schools towards the educational inclusion of children from migrant families. The study draws on acculturation theory and intergroup contact theory. These consider parents as key agents in the formation of an inclusive educational environment. The empirical basis of the study is a survey of parents of students attending inclusive schools (N = 2,324). The findings show that support for the educational inclusion of children from migrant families is influenced by four groups of factors: parents’ value orientations, family social capital, parents’ educational aspirations for their children, and their level of education, and experience of intergroup interaction. Parents of children with special educational needs or disabilities are more inclined towards multiculturalism, an ideology that recognises cultural and biographical diversity as a resource for the educational environment. The most stable predictors of support for multiculturalism are the value of tolerance, social capital, and support for inclusive education. These results contribute to a re-evaluation of the scope of inclusive education in Russia, highlighting the significance of the socio-­political context of intergroup interaction in schools. The article shows that providing more institutional support for inclusion and creating opportunities for positive intergroup contact are vital for developing inclusive attitudes among parents and for implementing education policies that promote a social integration.

Keywords: социальный капитал, инклюзивное образование, social capital, values, ценности, идеологии межкультурных отношений, inclusive education, ideologies of intercultural relations, children from families with experience of cross-border migration, дети из семей с опытом трансграничной миграции

Publication based on the results of: The diversity of forms, effects and barriers to integration of modern Russian society in synchronic and diachronic dimensions (2025)