The Risks of Educational Inclusion in Assessments of Russian Masters Students

Abstract

This article examines the educational risks faced by master’s students in the context of inclusive learning. Although research on inclusive education has expanded in recent years, the master’s level has largely been overlooked by scholars, with most studies focusing on adapted bachelor’s programs. This study aims to identify and assess risk factors affecting the success of students with disabilities and to evaluate the readiness of Russian master’s programs to implement the principles of inclusion. The theoretical framework draws on the social model of disability and the concepts of normalization and social atypicality, as well as a managerial approach to the concept of risk. The typology of educational risks is organised by the functions of the main university subsystems: professional choice, socialization, the organization of learning, and the educational process. The empirical basis consists of a survey of 2 498 master’s students from 28 universities across 21 regions of Russia. The sample includes national research universities, federal and flagship universities, as well as institutions without special status. Educational risks and accessibility indicators were measured using indices based on five-point scales. The findings reveal that only 1 % of the surveyed master’s students have a disability. The most significant challenges identified were a lack of time, psychological barriers, and academic difficulties. Low accessibility indices were recorded for conditions supporting students with visual and hearing impairments, as well as for individual assistance, socio-­psychological support, and medical services within universities. A comparative analysis shows that students with disabilities tend to rate the social and pedagogical atmosphere more positively than their peers, but give lower ratings for the accessibility of key support services. A significant correlation between the type of university and perceptions of difficulty suggests that there are considerable disparities in infrastructural capacity across institutions. The study concludes that organizational risks, particularly those linked to the inadequate development of the material and technical resources, are prevalent, especially for students requiring environmental adaptations. Recommendations include adapting the educational environment to accommodate different disabilities, improving public oversight of accessibility, increasing access to socio-­psychological and medical support, and creating online learning formats. These findings are relevant for informing both university-­level and governmental policy adjustments aimed at improving inclusive education at master’s level.