Soviet narrative of special education is a symbolic nexus/chain of policy agenda reforms in education towards its accessibility for each societal member. The Soviet formation of this agenda was rooted in a bolshevik ideological doctrine, based on egalitarian values and hegemony of proletarian humanism. Ideological response to the needs of industrialization in its primary policy agenda reforms, performed strong structural barriers to the basic right to education for children with disabilities in the public schooling system. The process of overcoming barriers through the nexus of educational reforms, being affected in turn by political conditions of ‘industrualization’, ‘thaw’ (ottepel), ’stagnation’ (zastoi), ‘perestroika and glasnost’, ‘economic reforms and privatization’ and ‘building federalization’. The undertaken methodology of the research has qualitative approach, aiming to make text analysis (as a primary source) of the main state policy documents, concerning social justice and equity, educational laws, governmental orders and other documents, regulating education for children with disabilities retrospectively. Secondary data, such as statistics, case data, etc., will be collected from the historic and current sources, such as peer reviewed publications, state archives, etc. The research questions of the study are: what are the main features of the Soviet narrative of special education retrospectively? What changes did those reforms bring into the practice of 'education for all'?