Perspectives of inclusive education in Russia

Abstract

This paper discusses the issues of exclusion and inclusion of children with disabilities in educational policies. The background and context for inclusion in Russia is described, with a short overview of the history of special education and with the emphasis on the current legislative conditions for inclusion. The article analyzes peculiarities of the hidden curriculum in a Russian boarding school for children with disabilities, and discusses the ways in which special education constructs the students’ identities. In particular, practices of socialization in an educational institution for children with motor impairments are considered using the qualitative methodology of ethnographic observation and interviews. In addition, the attitudes of contemporary mainstream school students towards the idea of inclusive education are explored and a case of integration of a disabled child into a regular school setting is considered. Finally, the authors outline some policy recommendations and the prospects for inclusion.

Keywords:

• Children with disabilities
• Integration
• Inclusion
• Education
• Survey of School Students
• Hidden curriculum
• Boarding School
• Ethnographic Case Studies
• Interviews

This paper was prepared under the support of the Spencer Foundation, European University at St. Petersburg, Russia.

Notes

1. The research was supported by the International Policy Fellowship, Open Society Institute, Budapest.