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The article reveals specific features of introducing inclusive education at the regional level into secondary general education institutions based on the case study of Primorsky Krai, the Russian Far East.The authors have put forward an assumption that to lay foundations of inclusive education properly and to avoid failures during its implementation, it is necessary, already at the regional level, to consider and evaluate all essential and situational contradictions and constraints, risks and resources. Analysis of statutes and regulations, provided for implementation of inclusive education at the regional level, at the country level (the Russian Federation), as well as at the level of the region under study, has shown that inclusive trends have rooted themselves in domestic education and have already gained the status of official government policy. Moreover, when analyzing practical aspects of inclusive education, the authors have faced discrepancies between theory and its practical implementation, which is a problem of Primorsky Krai and each region of the Russian Federation taken separately. The authors have analyzed legal regulations providing for inclusive education implementation, and current issues hindering such implementation, and eventually have offered their solutions in part of substantiation of the most suitable model under conditions of Primorsky Krai, the Russian Far East. The authors believe that each territory should follow its own way of inclusion development, taking into account its own peculiarities, opportunities, economic factor of each region taken separately, combining certain elements of already existing models and approaches, weighing their pros and cons, advantages and disadvantages.

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In this article, the authors present an analysis of innovative activities by the federal universities of the Russian Federation, their impact on economic development, both at the federal and the regional level. The innovations as part of the university activities are viewed as a process, where a new product, which is obtained as a result of scientific research conducted by a university, can be commoditized. Each of the universities we studied have their own competitive advantages in this or that area, which are explained by specific features of their innovative activities. However, not all of them meet the expectations of a society, mainly due to the short period of their existence. It is worth mentioning that this article explores the key areas of technical and technological innovations; nonetheless, each university also pays considerable attention to social, as well as organizational and management innovations.

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