Share of preschool organizations with an accessible environment for children with disabilities
Fifteen point eight percent of kindergartens had a universal barrier-free environment in 2015, whereas by 2020 this figure reached twenty-one point eight percent. This shows the dynamics of inclusive education development in Russian preschool organizations over six years. The indicator is calculated as the share of institutions equipped for children with disabilities in the total number of kindergartens nationwide. The data covers the period from 2015 to 2020 inclusive and reflects annual changes in the accessibility of the educational environment
Chart of the share of kindergartens with a barrier-free environment by year from 2015 to 2020
- Russian Federation
Set in numbers
Coverage: one series, 2015 through 2020, 6 reporting periods. 6 values in total.
Between 2015 and 2020 “Russian Federation” rose from 15.8 to 21.8 — 38%.
All table numbers are series: 1
| Series | 2015 | 2016 | 2017 | 2018 | 2019 | 2020 |
|---|---|---|---|---|---|---|
| Российская Федерация | 15,80 | 16,34 | 17,10 | 18,00 | 20,20 | 21,80 |
How to read this table
The single row in the table contains aggregated data for the Russian Federation, allowing for an assessment of the overall inclusion situation in the preschool sector without breakdown by individual constituent entities or types of municipalities. Comparing values between 2015 and 2020 clearly shows changes in the provision of necessary infrastructure for institutions. Since the series is presented as a single aggregate indicator, it serves as a measure of progress in creating conditions for inclusive education on a national scale
More in the section Statistical yearbook "Sustainable Development Goals in the Russian Federation»
Period and application
Data for 2015–2020 were prepared by Rosstat to monitor sustainable development goals. This information is updated as part of regular statistical yearbook publications. These data will be useful to social sphere researchers, inclusive education specialists, and government officials monitoring infrastructure accessibility for children with special needs in preschool institutions
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