Rostovskaya T.K., Vasilyeva E.N., Fomina O.E. Resources for the formation of an inclusive environment for students with disabilities (on the example of the city of Murom, Vladimir region). Alma Mater (Bulletin of the Higher School). 2025. No. 5. Pp. 19-29.

Abstract

Modern society is evolving towards ensuring equal rights for citizens, regardless of health status, material prosperity, place of residence, etc. At the same time, the relevance of research on unequal access to resources still exists; it is important to monitor the issues faced by people (including children) with disabilities and health limitations and address them in a timely manner. In Russia, since 2012, efforts have been made to create an accessible inclusive environment that allows young people with health limitations and disabilities to receive high quality higher education. However, not all problems in this area have been resolved. The higher education system is continually improving, and the government is developing a strategy for these changes, raising the question of whether society is ready for the initiated transformations. There are numerous Russian studies focusing on the preparedness of teachers for inclusive education; however, there is a lack of research examining the attitudes of regular students towards students with health limitations and disabilities. This article presents the results of a qualitative analysis of documents regulating the formation of an inclusive environment in Russian higher education institutions, as well as the findings of a sociological study conducted in 2024 in the city of Murom, Vladimir Region, at the Murom Institute (branch) of the Federal State Budgetary Educational Institution of Higher Education “Vladimir State University named after Alexander Grigorievich and Nikolai Grigorievich Stoletovs”, using a survey method (quota sampling, n = 246) and semi structured interviews (purposeful sampling, n = 10). The aim of the study was to characterize the institutional and social resources for forming an inclusive environment in the higher education system. The scientific novelty and theoretical significance of the work lie in the investigation of institutional and social resources for developing an inclusive educational space at the university (on the example of the Murom Institute (branch) of Vladimir State University). As a result, the authors identified and systematized the institutional resources and the social resources that contribute to the formation of an inclusive and accessible environment, focusing on the attitudes of regular students towards their peers with disabilities