A troubling episode at a school in the Trans‑Baikal region has come to light from reports published by Chita.ru. The incident involved a fifth‑grade student with mild cerebral palsy who was reportedly removed from the general classroom by his teacher on September 1 and placed in the gym, where he was observed sitting along a row and peering out the window for much of the day. The student attended a regular, non‑specialized school, and by September 1 he had prepared for the new academic year and looked forward to reuniting with his classmates during the solemn opening moments.
According to a mother of a classmate, the boy with mild cerebral palsy spent the day in the gym instead of being integrated with peers. The mother described the situation as isolating, noting that when she contacted the teacher to ask for clarification, the response was, in her words, that she did not know how to interact with him and that the child felt “like an alien.” This account highlights a perception of exclusion and a lack of inclusive interaction within the classroom setting.
Reports indicate that the student’s holiday period was spent in the gym, a detail that emerged after the school year began. The academic staff member who separated him argued that the actions were taken in goodwill, stating that the student had refused to follow the standard line posture, which was presented as the reason for removing him from his peers. The school community began to observe the situation, and questions were raised about how best to support a student with disability while maintaining classroom order and social integration.
Following the incident, an inquiry was initiated by authorities in the Trans‑Baikal Territory to review the events and assess whether the teacher’s conduct aligned with policies on inclusive education and student welfare. Representatives from the supervisory department are examining the situation to determine appropriate next steps and ensure that the student’s rights, as well as those of other learners, are safeguarded while maintaining a fair and supportive school environment.
In a separate note, there was a historical report from Sevastopol about a compulsory school policy requiring payment of about 1 million rubles for a disabled child who sustained a spinal injury. That historical example is invoked to provide context on how disabled students have faced financial and systemic pressures in different regions, underscoring the ongoing concern with ensuring equitable access to education and the necessary supports for students with disabilities.