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In Russia, children with disabilities have limited access to inclusive education. This article presents the findings of a discourse analysis of 32 newspaper articles focused on the education of children with disabilities, all of which appeared in a Russian newspaper for teachers. We identified two discursive patterns about the education of children with disabilities: preserving a special approach and removing barriers. These patterns highlighted the tensions that exist between the long-standing medical approach to special education and the emergent, inclusive initiatives. Our findings emphasize the need to create space for the perspectives of people with disabilities to be heard, while also serving to shape the future direction of the educational systems within Russia. [ABSTRACT FROM AUTHOR]