Extracurricular Education and Inclusion in Russia: Inclusion as a Right and a Resource

In this chapter, we discuss using statistical data, nationalNational conceptual documents, and recommendationsRecommendations for inclusionInclusion in childrenChild’s extracurricular educationEducation. We show the differences in participation in extracurricular educationEducation depending on one’s place of residence (village, city), genderGender, familyFamily income, and health characteristics. We discuss the reasons for the observed differences as well as possible and implemented measures to changeChanges the situation. An analysisAnalysis of regulatory documents, programs, projects, and caseCases studiesStudies of RussianRussian educationalEducational organisations in several regionsRegion provides two perspectives for discussing the problem of inclusionInclusion in the extracurricular educationEducation sector, one related to the availability of essential out-of-schoolSchools educationEducation servicesServices for all childrenChild and the other to the formForms and contentContents of extracurricular educationEducation. The findings of this chapter may be useful as part of a global discourse on educationalEducational equityEquity, especially in extracurricular educationEducation, and for public systems with the institutional tools to provide accessAccess to extracurricular activities for childrenChild with special educationalEducational needsNeeds.