UDC 376.24

Zhdanova T.A.¹ (Khabarovsk, Russian Federation) – 000500@ togudv.ru

¹Pacific State University

Abstract. Thearticle examines the problem of the implementation of inclusive education in modern Russian secondary schools. The purpose of the study is to identify key contradictions between the theoretical foundations of inclusion (equality of opportunities, social integration) and the practical difficulties of its implementation. The main focus is on the problems that arise in the joint education of children with disabilities and their normotypic peers. The author highlights the key difficulties: insufficient professional readiness of teachers to work in an inclusive environment; declining academic performance in classrooms where children with disabilities are enrolled; behavioral problems that negatively affect the learning process; lack of necessary resources and funding. Among the theoretical research methods, systematic and institutional approaches and the method of analysis were applied. Based on the analysis of scientific literature, regulations and empirical research data (including the author’s survey of teachers in The main barriers are systematized: lack of professional readiness of teachers, resource constraints (overcrowding of classrooms, lack of funding), behavioral difficulties of students with disabilities (HIA) and unpreparedness of society. As a central pedagogical condition for overcoming these barriers, the need for a systematic implementation of differentiated learning, including flexible grouping, adaptive assessment and personalized curricula, is substantiated. It is concluded that successful inclusion requires not so much the physical integration of children with special educational needs (SES), as a deep transformation of the educational environment based on personalization, teacher training and comprehensive resource support, studying and taking into account the international practice of inclusion in education.

Keywords: inclusiveeducation, differentiated learning, limited health opportunities (HIA), teacher’s professional readiness, inclusive competence, resource provision, adapted program.

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For citation: Zhdanova, T. A. (2026). Differentiated learning as a key condition for the effectiveness of inclusive education: Barriers and prospects for implementation. CITISE, 1, 44-52. (In Russian).