Inclusive Education and Early Childhood Development in Russia

Considering inclusionInclusion as a dynamic educationalEducational environment that involves childrenChild with diverse special needsNeeds: childrenChild with disabilitiesDisabilities, gifted childrenChild, bilingual childrenChild, childrenChild from familiesFamily with low socio-economic status, and others, authors present a comparative analysisAnalysis of the views of key stakeholders about inclusionInclusion in small and large cities of RussiaRussia. Three urban communitiesCommunities with different statuses and territories were compared. An online survey of teachersTeachers and heads of pre-school organisations was conductedConducted. The survey revealed significant differences in the respondents’ views on the main challenges of the developmentDevelopment of inclusionInclusion in pre-school institutions and teachersTeachers’ competence levels in inclusiveInclusive educationEducation. The trend in the developmentDevelopment of inclusiveInclusive educationEducation in different regionsRegion of RussiaRussia (in small and large cities) demonstrates the uneven evolution of this process. The resources that ensure effective inclusiveInclusive strategies and strategic human resource developmentDevelopment vary depending on the regionRegion’s status. The potential causes of the identified challenges are proposed.