How often children with disabilities enrolled in general education institutions attended additional classes during 2015‑2025 can be tracked by this statistic. The table has 305 rows, differentiated by reasons for not attending required additional classes, showing which reasons were most frequent and how their share changed over the years. Values are percentages of the total number of such children, annual and cover all of Russia
for reasons of non-attendance at required additional classes — the child has no opportunity due to health condition, fear of overloading — All respondents
Of the disabled children who studied in a general education organization in the 2014/2015 academic year and attended extra-curricular activities, attended — artistic activities (drawing, modeling, other creative activities) — All respondents
by reasons for not attending necessary extra-curricular activities — for other reasons — All respondents
by reasons for not attending necessary extra-curricular activities — limited opportunities due to lack of financial resources — For reference:
by reasons for not attending necessary extra-curricular activities — there are no such educational organizations at the place of residence — All respondents
by reasons for not attending necessary extra-curricular activities — the child has no desire — Reference:
by reasons for not attending necessary extra-curricular activities — there are no such educational organizations at the place of residence — Reference:
Of the disabled children enrolled in general education in the 2014/2015 academic year and attending additional classes, attended — additional classes in core subjects — For reference:
Of the disabled children enrolled in general education in the 2014/2015 academic year and attending additional classes, attended — additional classes in core subjects — All respondents
by reasons for not attending necessary extra-curricular activities — for other reasons — Reference:
Chart of attendance of additional classes by children with disabilities, 2015‑2025, in percent
Who grew, who fell: 2015 → 2025
Set in numbers
Rosstat data for 2015–2025. Rows: 305, periods: 6. Shown by categories: by reasons for non-attendance of required additional classes …; by reasons for non-attendance of required additional classes …; by reasons for non-attendance of required additional classes …; by reasons for non-attendance of required additional classes …; by reasons for non-attendance of required additional classes … and others
by reasons for non-attendance of required additional classes — for children …: the indicator increased from 38.5 to 53.8 for 2015–2025 — by 39.7%. The highest value was 60.2 (2019), the lowest was 38.5 (2015). This is an average annual growth of 3.4%. Of the 16 largest rows, 10 increased and 6 decreased
The row differences allow comparison of specific factors preventing children from receiving additional education. By comparing these groups, one can see which reasons for non‑attendance prevailed in different years. This reveals the structure of problems faced by children with disabilities in the general education system and enables monitoring of changes over ten years
What is visible in these numbers
Five highest values: by reasons for non-attendance of required additional classes (60.2), among disabled children enrolled in general education (56.3), by reasons for non-attendance of required additional classes (49.8), by reasons for non-attendance of required additional classes (31.3), by reasons for non-attendance of required additional classes (30.3). The gap between the highest and lowest is 602 times. The top five account for 45.9% of the total across all categories
Annual observations, with 6 observation periods in the dataset. There are 94 values in the table out of 150 possible, which is 62.7%. There are many gaps: a significant portion of categories were observed only in certain periods, and such rows should be compared with caution
More in the section Situation of persons with disabilities»
Data are collected annually for the period 2015‑2025. The information is relevant for specialists in inclusive education, social workers and teachers dealing with rehabilitation and support of children with disabilities. Rosstat data help analyse the accessibility of educational services for this student group
How it is calculated
Data on the situation of disabled people are needed for planning an accessible environment, assessing demand for technical rehabilitation aids and targeting social support
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