Regional Public Organization for Persons with Disabilities "Perspektiva”

Practices of Inclusion in Public Schools

CSS contribution, rubles

3 000 000

Total budget, rubles

3 516 624

Implementation period, months

12

Organization site

Beneficiaries

Children

2780

Specialists

264

Project idea

The project continues to promote and develop inclusive schools in Russia, where children with disabilities can receive a quality education. The initiative focuses on all participants in the process – children with disabilities who want to learn “like everyone else,” parents who often struggle to understand where and how to ensure their child’s right to education, and the educators in these schools.

The plan includes creating an inclusive environment in schools across four Russian cities: Kirov, Maykop, Ivanteevka, and Serpukhov. The project team consists of NGO employees from Kirov and Maykop, as well as staff from the Regional Social Organization for the Disabled People “Perspektiva.”

The project involves 15 schools in these cities.

Each school will implement:

  • Lessons on disability awareness for students – the “Kindness Lessons” – with a total of 600 sessions across the project, conducted by individuals with disabilities;
  • 100 inclusive activities
  • Specialized training for educators.

Project staff from Moscow will travel twice to each of the four cities to train local teams on how to conduct these activities.

For parents, 20 consultation webinars will be offered, including legal guidance.

Additionally, school educators will receive eight webinars providing practical recommendations on integrating inclusion into education and child development.

Relevance

The right to education is a fundamental constitutional right for every person. Theoretically, this right should not be restricted by health limitations, yet in practice, children with disabilities often find it impossible to fully access this right. According to the Federal State Statistics Service, Russia has 704,000 children and adolescents with disabilities (CwD). Public studies, such as the VORDI survey, show that 40% of these children attend only some classes, and 21% do not attend school at all.

Inclusion presents an important opportunity for children with disabilities to engage with educational programs in a way that is accessible to them and at a pace that suits their needs, all while being “included” in the broader educational system.

64% of teachers in inclusive schools have observed positive outcomes from the joint education of children with and without disabilities: they report increases in tolerance, empathy, and appreciation of individual value, as well as reductions in bullying and other forms of conflict. Attending a “regular” school helps children with disabilities adapt to life in the real world far more effectively and quickly than attending any specialized one.

The decision to introduce inclusive education in Russia was made in 2016. While global practices have already established more or less successful and cohesive systems, Russia still faces numerous challenges. Among the most common issues:

  • Teachers are unprepared – lacking the necessary knowledge, psychological training, and in some cases, even the desire to engage. As a result, an untrained teacher may unintentionally harm a “special” child through insensitive words or behavior.
  • Lack of experience and tried-and-true methodologies. Teachers feel insecure and unsure of how to structure lessons to equally engage both children with disabilities and their non-disabled peers.
  • Many parents of non-disabled children are resistant to the idea of their children spending time with children with disabilities, which impedes both the socialization of “special” children and the development of tolerance in non-disabled ones.
  • Additionally, almost 80% of Russian schools still lack the necessary material and technical resources to accommodate children with disabilities.

The project aims to tackle these issues by providing valuable recommendations and creating opportunities for even more children with disabilities to live fuller lives, interact with peers, and acquire the skills and knowledge necessary for a future of greater independence.

Social effect

Increased inclusion in public schools in four cities across the country.

KPI

15
schools participating in the project
300
parents of children with disabilities received various types of counseling
3000
students participated in disability awareness classes (Kindness Lessons)
30
inclusive activities carried out in pilot schools

KPI

16
schools participating in the project
1826
parents of children with disabilities received various types of counseling
4234
students participated in disability awareness classes (Kindness Lessons)
52
inclusive activities carried out in pilot schools

Project Results

The “Integration” Association (Novosibirsk), along with schools in Ivanteevka and Serpukhov, gained significant knowledge and experience in promoting and developing inclusion in the school environment.

Sixteen schools across three Russian cities have become more prepared to accept children with disabilities and create conditions for their education. These schools are now more welcoming to children with disabilities and are ready to integrate them into their student bodies. They have also become exemplary models for others: teachers have acquired valuable knowledge and developed new skills on how to include students with disabilities in public schools, which has led to an improved psychological atmosphere in classrooms and more positive attitudes toward children with disabilities.

 Negative perceptions among non-disabled students and their parents towards people with disabilities have faded. Barriers between peers with and without disabilities have been broken down, allowing children with disabilities, through their participation in the project, to feel more included in society and better connected with their peers. The activities and social interactions helped these children overcome insecurities and self-doubt. Parents were also supported through the project, gaining a greater understanding of the opportunities available for their children to study alongside non-disabled peers, ultimately improving the quality of life for children with disabilities.

One major advantage is that these schools are now eager to work with our organization, continue holding inclusive events, bring more children with disabilities into classrooms, and actively support the development of inclusive education. More importantly, they are becoming accessible to students with disabilities.

Another important achievement is the increased readiness of schools to host such activities. In the new academic year, we were able to return to schools where inclusive events had not been held for several years. Administrators expressed a strong need for these activities, not only for students but for teachers as well. As the number of students with disabilities increases, school administrators recognize that it is no longer acceptable to limit their education to home-schooling. There is a growing awareness of the need to develop an inclusive approach that allows children with disabilities to feel comfortable and interact with their peers. For this reason, both new and long-standing school administrators are eager to collaborate with Perspektiva and host as many inclusive events as possible: film screenings, Kindness Lessons, Inclusion Days, and disability awareness training for teachers.

Project progress after CSS funding

All our activities will continue, as they contribute to the development of an inclusive society and culture, and to the integration of people with disabilities into all aspects of life.