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Cultural-Historical Psychology
2026. Vol. 22, no. 1, 141–146
doi:10.17759/chp.2026220115
ISSN: 1816-5435 / 2224-8935 (online)

Cultural-historical guidelines and innovative approaches to the development of special education: outcomes of the Beijing Symposium

 
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Abstract

The article provides an overview and analysis of the outcomes of the international Symposium on Development Pathways for Special Education, carried out by the College of Special Education at Beijing Union University in October 2025. The Symposium, which brought together specialists from China, Russia, and several other countries, focused on discussing cultural and historical guidelines alongside innovative approaches to special education. Particular attention was paid to interdisciplinary support strategies, the development of intelligent assistive technologies, and issues related to the educational and social adaptation of students with disabilities. Based on the analysis of the reports and discussions, key challenges and objectives for modern special pedagogy and psychology were formulated, including the integration of theory and practice, the acquisition of cultural tools in case of dysontogenesis, the interdisciplinary approach to organizing the learning process, and the development of dynamic assessment systems and individualized educational programs.

General Information

Keywords: special education, inclusive education, students with disabilities, international expertise

Journal rubric: Problems of Cultural-Historical and Activity Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/chp.2026220115

Acknowledgements. The authors are grateful to PJSC Sberbank and the Russia-Sino Foundation of Developing Education and Science for their support in organizing participation in the Symposium

Received 08.11.2025

Revised 13.01.2026

Accepted

Published

For citation: Sisneva, M.E., Zablotskis, E.Yu., Karanevskaya, O.V., Maltseva, N.A. (2026). Cultural-historical guidelines and innovative approaches to the development of special education: outcomes of the Beijing Symposium. Cultural-Historical Psychology, 22(1), 141–146. https://doi.org/10.17759/chp.2026220115

© Sisneva M.E., Zablotskis E.Yu., Karanevskaya O.V., Maltseva N.A., 2026

License: CC BY-NC 4.0

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Information About the Authors

Maria E. Sisneva, Clinical Psychologist, Center for Curative Pedagogy, Project Manager at “Osoboe detstvo “, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-0144-5792, e-mail: msisneva@yandex.ru

Elena Y. Zablotskis, Lawyer, Center for Curative Pedagogy, member of the working group on supported living for people with disabilities, Ministry of Labor of Russia, Moscow, Russian Federation

Olga V. Karanevskaya, Candidate of Science (Education), associate professor of the Chair of Special Education and Psychology, Moscow City University, educator, Regional Non-Profit Social Organization «Center for Curative Pedagogics», Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-9800-4768, e-mail: olg_ka@mail.ru

Natalia A. Maltseva, clinical psychologist, Center for Curative Pedagogics, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-9801-6024, e-mail: nataly-mal@ccp.org.ru

Conflict of interest

The authors declare no conflict of interest.

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