Differentiating integration: special education in the Russian Federation

Abstract

The paper presents an examination of the Russian special education system in the late 1990s. It is concerned with continuities and changes in ideology, policy and practice, particularly in regard to acceptance of debates around educational integration. Evidence from a study of educational practice concerning children with learning difficulties in two regional Russian cities is presented, including interview data with special educational professionals. Small-scale changes to the special education system at the local level are highlighted as positive measures to address the failures of a somewhat rigidly segregated system. The ability to make such changes and maintain the functioning of the system is notable in the context of prolonged budgetary crisis. Practitioners whose views are represented in the study are shown to have engaged with the integration debate, although there was little fundamental criticism of the underpinnings of the Russian system. Understanding and application of the notion of integration for disabled children were diverse. Indeed some interviewees used this term to describe the structures within which they worked, in spite of the system's largely segregated nature. The concept was being reworked to demonstrate awareness of international approaches, while avoiding the devaluing of the distinct, Soviet approach of defectology with its central tenet of differentiation.

Keywords:

• Russia
• Learning Difficulties
• Integration
• Inclusion
• Policy
• Professionals