Historical preconditions for the development of inclusion in the Russian Federation’s education system

This article examines the historical preconditions for the emergence of inclusive education for children with disabilities and health limitations in the Russian Federation. The genesis of egalitarian educational ideals for children with developmental disorders and the formation of inclusion as an independent institution are grounded in the theoretical framework of structural functionalism. The process of inclusion development in the domestic education system is described within the framework of generally accepted models of disability: medical and social. The study reveals that normalization theory, which emerged during a period of transition, significantly influenced societal attitudes towards people with disabilities, laying the groundwork for the creation of accessible environments across all spheres of life. The flourishing of the social model of disability in the modern era has resulted in the institutionalization of inclusion and its widespread implementation across all levels of the Russian education system.