Authors
- Guseynova Ascha Ay. Candidate (PhD) of Education Sciences
- Manuylova Viktoria V. Doctor of Sciences in Education
Annotation
The relevance of this article stems from persistent deficits at universities that hinder full participation of students with special needs and health limitations in academic
and social life. In this context, the monitoring of inclusive environment at universities serves as an essential tool for identifying barriers and informing management decisions aimed at systemic improvement. The aim of this paper is to present and analyze the findings of a monitoring study on the condition of the inclusive educational environment at universities for students with special needs and health limitations, as well as to propose management decisions designed to address the identified challenges. This empirical study is based on a monitoring survey conducted in 2025. The primary method was a remote questionnaire administered to representatives of 16 universities (n = 16) across five regions of the Russian Federation where students with special needs and health limitations are enrolled. The methodological
framework was based on systemic and management‑oriented approaches to analyzing inclusive educational environments. The assessment of inclusive educational
environments was carried out according to the predefined criteria, with descriptive statistics used to identify challenges and justify management decisions. The study revealed that while most universities have local regulations governing the education of students with special needs and health limitations, a significant proportion of these documents require updating. For example, building accessibility remains problematic: only 36 % of universities are fully equipped with special learning resources, 44 % are partially equipped, and 20 % were unable to provide an answer. Teaching staff were found to experience difficulties in applying inclusive instructional methods
tailored to students’ special learning needs. In terms of instructional support, 68 % of universities have formal adapted curricula, yet in 92 % of cases individual
approach amounts to little more than extending deadlines or altering the format of assessments. Only 36 % of universities provide systemic psychological support, while 42 % offer social‑pedagogical support; over 62 % report insufficient student engagement in extracurricular activities. Based on these findings, we suggest management decisions that address the identified challenges. The results emphasize the need to shift from isolated measures toward systemic management of inclusive learning environments at universities.
How to link insert
Guseynova, A. A. & Manuylova, V. V. (2026). INCLUSIVE EDUCATIONAL ENVIRONMENT AT UNIVERSITIES FOR STUDENTS WITH SPECIAL NEEDS AND HEALTH LIMITATIONS: MONITORING RESULTS AND MANAGEMENT SOLUTIONS Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 20 (2), 154. https://doi.org/10.24412/2076-9121-2026-2-154-168
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