TRENDS IN THE DEVELOPMENT OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT BASED ON THE EXAMPLE OF THE REGIONS OF THE VOLGA FEDERAL DISTRICT

Abstract

The relevance of the study is determined by the need to develop inclusive education in Russia in the context of an increasing number of children with disabilities and disabilities. In recent years, there has been a transition from segregated to inclusive education, which is in line with both international trends and national policies in the field of humanization of education. However, this process faces a number of challenges, including a shortage of qualified teaching staff, insufficient training in educational institutions, and poor awareness among parents about the possibilities of inclusion. The purpose of the study is to analyze the current state of inclusive education in Russia using the example of the regions of the Volga Federal District based on official statistics for the period 2019-2024, as well as the results of two sociological studies conducted in 2024-2025 among families raising children with special educational needs. According to the analysis, the share of educational organizations that have created conditions for unhindered access has doubled: from 24 % in 2019 to 57 % in 2023. At the same time, the availability of qualified teachers remains low: on average, there are about 78 students with intellectual disabilities per 1 defectologist teacher, which indicates a significant burden on specialists. In addition, the high demand for correctional and developmental services is confirmed by the fact that 69% of respondents are in demand for classes with psychologists, 60% with speech therapists, and 56% with speech pathologists. At the same time, one in five parents noted a lack of qualified specialists, and one in seven pointed out their unwillingness to work with children with special needs. At the same time, the results of a sociological survey showed that more than half of children with special needs study in an inclusive environment. A significant part of parents (38%) are guided by the recommendations of the psychological, medical and pedagogical commission when choosing an educational trajectory, however, a considerable number of families are guided by territorial accessibility or their own ideas about the child's capabilities. This can lead to a mismatch between the educational environment and the real needs of the student, reducing the effectiveness of learning and socialization. Thus, the further development of inclusive education requires a systematic approach that unites the efforts of the state, educational institutions, professional communities and the family. Only the comprehensive development of the material, technical, personnel and methodological base will ensure equal access to quality education for all categories of students.