Vygotsky (1993) first identified the theory of 'Defectology' to understand and describe children with special and additional needs, but essentially categorized them as 'defective' (Bartlett et al., 2004; Thomazet, 2009). It is with Vygotsky's theory in mind that inclusive education frameworks in Kosovo and Russia are critically examined: whilst they both present similar methods of educating students with additional needs (Bartlett, Power & Blatch, 2004), analysis of these methods against their contrasting socio-political environments, requires careful consideration and attention.