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This paper aims to fill the gap in social sciences research on parents’ strategies in navigating preschool education in Russia. It focusses on the barriers that children with developmental disabilities and autism face in preschool education in Russia and highlights the emerging facilitators of inclusive education.

It uses a modified labelling approach analysing strategies of withdrawal and resistance. The research included semi-structured interviews with parents of children with Down syndrome, Rett syndrome and autism spectrum disorders (ASD) in 2013–2014 and 2018–2019 and semi-structured interviews with professionals in Tatarstan, Russia. The data analysis was based on constructivist methods and grounded theory.

Although Russian law guarantees equal access to education for every child and requires the development of inclusive education, children with developmental disabilities, including autism, are often stigmatised at the preschool stage, both in special needs and mainstream institutions. Parents use various strategies to navigate access to preschool education and try more than one strategy from secrecy and withdrawal to resistance. Parents challenged the mainstream educational structures in Kazan and established groups for children with autism in some mainstream kindergartens and classes in mainstream schools.

There should be informational support for parents with different options for special needs education, providing integrative and inclusive education. It is necessary to increase the number of trained specialists in special needs and mainstream kindergartens in Russia for children with developmental disabilities and ASD. More study is required to overcome stigmatisation and increase tolerance towards persons with developmental disabilities in Russia both on a national and local level.

The research findings can be useful for countries which have recently recognised ASD and do not have inclusive preschool educational practices and where labelling towards children with developmental disabilities is still common. The study recommends that resources are required to provide free or affordable preschool education for children with developmental disabilities. It is also crucial to help parents navigate preschool education and select the best options for each child’s needs.

This study’s findings add value to the importance of addressing the stigma towards people with disabilities within professional groups and broader society, which form barriers for preschool education and in some cases result in withdrawal from preschool education. To overcome the stigmatisation of children with developmental disabilities in preschool education, it is necessary to establish modern targeted pedagogical approaches and training for professionals and informational campaigns for the broader audience.

The paper is novel as there was no sociological research into preschool education of children with developmental disabilities in Russia. It argues that the parents’ experiences are much broader than just interactions with special needs or mainstream education. Parents navigate across special needs institutions, specialised groups in mainstream and private kindergartens, mixed groups in mainstream kindergartens and home education with various strategies from secrecy and withdrawal to resistance and challenge. Preschool education for children with developmental disabilities in Russia is hindered by a lack of professional resources and the stigma embedded into professional and societal responses.

The purpose of this paper is to contribute to the challenges of bringing postcolonial, racism and migration research into a meaningful dialogue. Based on the research examining migration from Central Asia into Russia, the paper analyses migration policy and the everyday experiences of migrants.

The paper is based on mixed methodologies, including narrative, semi-structured and in-depth interviews with migrants from Uzbekistan, Tajikistan and Kyrgyzstan in Russian cities and those who returned to their country of origin (over 300 people), interviews with representatives of NGOs, state officials and journalists in 2013–2016 and an analysis of the legislation and mass-media regarding migration from Central Asia.

The paper demonstrates that experiencing racism is a part of everyday life for migrants from Central Asia living in Russia. Whether this is in interactions with the state, fear of persecution on the street by the police or in the workplace, it is a constant factor. It argues that the political and everyday xenophobia and racism demonstrates deeply rooted imperial views in Russia’s inner politics and shapes attitudes toward migrants.

The paper contributes to broader debates on the linkages between migration and racism in Europe, in particularly questioning the positionality of migrants from “not-European” countries.

Mbembe’s approach to “let die” is pertinent in understanding postcolonial migration. Racism continually plays a role in “normalization” of abuse toward migrants and restrictive migration policy. Blaming “the migrant” for acting informally, draining healthcare resources and for posing a security risk provides a much-needed scapegoat for the state.