Equality as the Foundation of Inclusive Education in Russia: Legislative Framework, Barriers, and Policy Responses

Abstract

This article examines how the idea of equality underpins the development of inclusive education in the Russian Federation. Drawing on international human rights documents, Russian legislation, federal programmes and academic studies, it traces the formation of the legal foundations of inclusion. It considers the extent to which they secure equal access to education for children with disabilities. The analysis follows the historical trajectory from specialised and segregated schooling to contemporary efforts to introduce inclusive practices in mainstream classrooms. The article highlights several factors that influence the practical implementation of inclusion: the physical accessibility of school buildings, the level of teacher preparation, approaches to curriculum and assessment, the psychological adjustment of learners, and the complexity of administrative procedures faced by families. At the same time, Russia has developed a substantial legal framework and launched federal initiatives, such as the “Accessible Environment” programme, which aim to support participation and remove barriers. The article concludes with a set of practical suggestions, including further strengthening of teacher education, expanding psychological and pedagogical support, improving coordination among different policy measures, and long-term information and awareness-raising activities to promote equality in education.