Inclusive Education and Early Childhood Development in Russia

Ch. 4. P. 57–83.

Natalia Zaichenko, Samsonova E., Kornienko O., Zaichenko L.

Considering inclusion as a dynamic educational environment that involves children with diverse special needs: children with disabilities, gifted children, bilingual children, children from families with low socio-economic status, and others, authors present a comparative analysis of the views of key stakeholders about inclusion in small and large cities of Russia. Three urban communities with different statuses and territories were compared. An online survey of teachers and heads of pre-school organisations was conducted. The survey revealed significant differences in the respondents’ views on the main challenges of the development of inclusion in pre-school institutions and teachers’ competence levels in inclusive education. The trend in the development of inclusive education in different regions of Russia (in small and large cities) demonstrates the uneven evolution of this process. The resources that ensure effective inclusive strategies and strategic human resource development vary depending on the region’s status. The potential causes of the identified challenges are proposed.

Keywords: мегаполис, megapolis, предубеждения, инклюзия, prejudices, disability inclusion

Publication based on the results of: Исследование и разработка методов множественного доступа и помехоустойчивого кодирования для организации энергоэффективной передачи данных в системах Интернета вещей (2023)

In book

Inclusive education in the Russian Federation: Scoping International and Local Relevance

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.