observation report special education

Project OSET

A digital resource to support principals and other administrators, observing special education teaching toolkit: project oset.

Understanding and evaluating instruction in special education is difficult. If you don’t have a background in special education, it can be challenging to evaluate special education teachers. Even for administrators who do have special education experience, it is challenging to keep up with the field’s best practices.

With this in mind, we developed the Observing Special Education Toolkit , a digital resource to support principals and other administrators. Our hope is that you find these tools helpful for evaluating your special educators and for planning targeted professional development.

The toolkit includes the following resources:

Key practices for special education.

This tool introduces five evidence-based instructional practices for students with disabilities. We recognize that teachers have many goals in their instruction, including meeting students’ academic, social, and emotional needs in culturally responsive ways. In this library, we highlight five practices that specifically support students with disabilities.

Resources for observers

These resources are designed to support you in observing your special education teachers. They include: a Pre-Observation Conference Guide , an Observation Guide outlining look-fors based on the 5 key practices, a Research Library supporting each of our 5 key practices, and a video library showcasing examples of effective special education teaching.

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The observation of special education classrooms by school personnel

• Original Paper
• Published: 23 March 2021
• Volume 25 , pages 235–253, ( 2022 )

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• Christina Cipriano   ORCID: orcid.org/0000-0002-7414-1821 1 &
• Tia N. Barnes 2  

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Classroom observation is an accountability practice which promotes the evaluation of teachers’ capacity to meet standards, improve teaching practices, and enhance student learning outcomes. Prior research has revealed that these practices are not without bias: the reliability of observation can be challenged because of classroom or observer characteristics. Unlike general education learning environments, much less is known about the reliability of observing classrooms that service students with disabilities. In this study, we evaluated the reliability of special-education classroom observation by school personnel. Using a systematic scorer design modeled after the MET Project, we examined different combinations of observers (special educator, school leader, paraprofessional, and researcher) and lessons to test the impact of prior exposure to a teacher on scoring the RELATE Tool for Special Education Classroom Observation (RELATE). Analyses of RELATE scorer reliability, comparison of school personnel and researchers on their scores’ aggregates and variance, and the implications for generalization and special education classroom observation are discussed.

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Cipriano, C., Barnes, T.N. The observation of special education classrooms by school personnel. Learning Environ Res 25 , 235–253 (2022). https://doi.org/10.1007/s10984-021-09359-w

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Evaluating Teaching in Special Education Classrooms

No matter the setting that school leaders evaluate teaching – no matter the grade level, the content area, the instructional model – typically, you’ll hear us say “good teaching is good teaching.” The Network for Educator Effectiveness indicators of effective teaching practice generally can be applied to any classroom.

However, some school districts have desired a more careful and complete way to evaluate special education classrooms. And recent research has emphasized the need for such nuance in the evaluation of special education teachers. In a 2022 Boston University study , researchers found that special education teachers consistently scored lower when evaluated through the Danielson Group’s Framework for Teaching classroom observation instrument. The researchers determined the reason for the lower scores was based on the evaluation tool, which emphasized indirect instruction, and not on the teaching, which requires more explicit, teacher-directed instruction in special education.

While NEE recommends that the NEE Teacher Standards and Indicators are used for all teachers, there are opportunities to incorporate additional indicators for special education teachers to recognize their varied, unique responsibilities and more clearly define expectations for their work. The following NEE indicators may be considered as part of a special education teacher’s evaluation.

Section 1: Observable Indicators (Classroom Observations)

Indicators 2.1 and 6.2 are observable in classroom observations.

NEE Indicator 2.1: The teacher supports cognitive development of all students.

Indicator 2.1 focuses on teachers supporting the cognitive development of all students. The instructional support that teachers provide in this indicator is most likely viewed through the instructional activities that are planned and used and the scaffolding the teacher provides as the activity takes place.

Instructional strategies in cross-categorical classrooms may include grouping students with similar needs and using a few instructional strategies for different groups, such as teacher-led instruction, pair-share, self-reflection, flash cards, or provision of additional challenges. Instructional activities should focus on the supports that students need either from the goals developed and monitored in their IEP or through course content.

Instructional activities that support cognitive development in a special education classroom must provide the student with multiple opportunities to:

• Engage with new material.
• Connect new material to prior knowledge and/or experience.
• Use organizational structures or tools to process ideas.
• Find relevant patterns or principles.
• Apply the new material in a real-world context.

The instructional activities should be provided multiple times during a ten-minute observation with guided practice that leads to mastery of a skill. Activities should use repetition with teacher guidance and feedback to ensure students are completing the proper steps and applying the skills in an accurate manner.

In a co-teaching environment, the special education teacher may support the cognitive development of all students by scaffolding the learning of the processes and content covered with appropriate modifications and accommodations. These modifications and accommodations can come directly from the IEP of each student, or be based on the cognitive development needs of students within the lesson or unit.

In some cases, supporting the cognitive development of students may also be evident by the teacher’s implementation of a plan that s/he creates to help individual students connect learning across the content or in life skill situations. The training plan may focus on one key measureable skill, isolated to one setting, that a student can master with repetitive practice. It may then measure that skill being mastered in other prominent settings, before being measured across all settings or content areas.

NEE Indicator 6.2: The teacher’s communications with students are sensitive to cultural, gender, intellectual, and physical differences.

Indicator 6.2 focuses on how a teacher communicates with diverse students. In special education, communication strategies may include accommodating visual, hearing, or mobility disabilities, or communicating in different ways so students with different intellectual abilities may understand. While verbal communication may be the first thought with this indicator, all communication should meet the level of cognitive development of the students and be behaviorally and professionally appropriate.

This indicator does include non-verbal communication, such as cues used in the classroom to make the environment structured and predictable. These cues may include posting clear and accessible daily schedules, using visual or auditory cues that provide students with needed and repetitive information, modeling and developing hands-on demonstrations on how to complete a task, and replacing words with objects or pictures to further understanding.

Also, Indicator 6.2 can include patience that a teacher exhibits when communicating with students with special needs. Because these students may need repeated communication techniques and cues, a teacher’s patience in communicating with students is indicative of sensitivity to students.

Section 2: Documented Indicators (Written Comments)

Indicators 7.2, 7.5, and 8.3 are not observable but can be used to document when a special education teacher serves in the role of student case manager. Evaluators can add formative comments on a classroom observation report or summative comments on a summative evaluation report.

NEE Indicator 7.2: The teacher uses assessment data to improve learning.

A sample comment for teachers meeting or exceeding their responsibilities may be:

[Teacher] has a caseload of [number] students. [Teacher] uses assessment data to improve learning by collecting assessment data and then using that data to help inform recommendations for students’ programming needs. [Teacher] shares assessment data with the IEP team to assist in making decisions intended to improve student learning

NEE Indicator 7.5: The teacher communicates student progress and maintains records.

[Teacher] has a caseload of [number] students. [Teacher] communicates progress and maintains records for each student. [Teacher] effectively conducts IEP meetings, writes IEPs, and communicates student progress toward reaching IEP goals. [Teacher] engages in timely communication with parents, and others who need to know, regarding meeting times and dates, and documents that communication in student files. [Teacher] maintains each student’s IEP file in accordance with legal and procedural requirements. [Teacher] meets all expectations in this area.

NEE Indicator 8.3: The teacher observes, promotes, and supports professional rights, responsibilities, and ethical practices.

[Teacher] has a caseload of [number] students. [Teacher] observes, promotes, and supports professional rights, responsibilities, and ethical practices. [Teacher] complies with all legal and procedural requirements. [Teacher] maintains appropriate confidentiality regarding student information. [Teacher] is ethical in interactions with students, parents, administrators, and staff. [Teacher] complies with requests in a timely manner and works diligently to support students.

For an all-in-one resource on evaluating teachers in special education classrooms, download NEE Teacher Indicators for Special Education , available to member schools in the NEE Data Tool (login required). The document provides additional sample formative and summative comments for teachers not meeting their responsibilibies.

The Network for Educator Effectiveness (NEE) is a simple yet powerful comprehensive system for educator evaluation that helps educators grow, students learn, and schools improve. Developed by preK-12 practitioners and experts at the University of Missouri, NEE brings together classroom observation, student feedback, teacher curriculum planning, and professional development as measures of effectiveness in a secure online portal designed to promote educator growth and development.

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Special Education Observation Example Report

Report on classroom observation.

The observed self-contained class consists of 9 students, 6 boys and 3 girls, mixed with grades kindergarten through the second grade. All the students are taught based on the IEP (Individualized Educational Program). The ground for the IEP is learning disability (nonverbal learning disorder).

Two students, a boy and a girl, also have hearing disability (hearing impairment). The learning process is conducted by one special ed (certified) teacher, and one instructional assistant. The hearing device (telex) is used by students with the hearing disability.

The object of my observation was the learning process, the interpersonal relations and communication within the classroom, and the daily routines. The aim of my observation was to analyze what challenges the students’ special needs create for their learning, and how the learning process is adapted to them.

How is space arranged in this classroom?

The classroom is large, and students have enough space to move comfortably. There is a special space where the children can have rest and play between the lessons. The students sit at the large group table situated close to the whiteboard.

The students who have hearing impairments sit closer to a speaker’s place. During the lesson, the teacher works near the whiteboard and sometimes joins the students. The instructional assistant sits together with the students with the hearing disability.

How is space arranged in the yard?

The school has a well-equipped play yard where children spend time after lunch. The students are allowed attending the yard with their Instructional Assistant only.

Is the classroom safe and healthy?

The classroom seems to be safe. It is a bit dark due to its location, but the light is turned on when necessary. The furniture is well-arrange and gives the students an opportunity to actively move in the classroom. Students have their own bathrooms located inside their classroom.

What kind of materials are available to the children to encourage learning?

The classroom is equipped with a whiteboard and a projector. The teacher actively uses the classroom space to encourage the students’ interest in learning and creative work. The walls are covered with the thematic boards where students are expected to share information and demonstrate their works.

There are the Social Studies board and the Science board. The students are weekly assigned to prepare interesting information relevant to the lesson topics: a table or a scheme, a drawing etc. There is a wordwall and a set of educational games in the classroom.

What kinds of classroom routines do you notice?

The classroom routine is not noticeable. Between the lessons, a class leader assigned weekly is expected to observe the order in the classroom and the students’ discipline. The boy who had the responsibility of a class leader during my observation was not able to cope with his task.

During the lessons, the discipline is quite difficult to maintain. Due to the students’ learning disorder, the teacher is often interrupted by the children who do not stay focused or are just annoyed by their inability to understand a speaker. Sometimes a student leaves his/her place, and the teacher has to ask him/her to take his/her seat.

How is the day scheduled?

The students arrive at 8:20-8:25, and the lessons begin at 8:30. The day schedule is posted on the wall. The students had the following lessons: Reading/Language Arts, Science, Social Studies; the lunch/recess was at 10:45/11:30 pm. Then, the children had Math and Health.

Who talks to children? How and when?

Due to nonverbal learning difficulty, students experience difficulties in communicating with the teacher and with each other. The teacher offers the teamwork tasks cautiously, as cooperation seems challenging for them.

Between the lessons, it seemed that the students communicated within settled groups: they preferred to talk to one or two friends and avoided communication with the rest of the class. Two students with the hearing impairment mostly talk to each other.

Despite communication difficulties, it is noticeable that the students have communication needs and are glad when the teacher initiates a conversation. During my observation, the teacher talked to the students between the lessons, and the students seemed to enjoy the conversation.

What levels of play are different children engaged in?

During the lessons, the teacher actively uses games to present the new material and improve the students’ skills. On the one hand, this impacts the discipline in the classroom, and the teacher often has to raise the voice.

On the other hand, a game helps to draw and keep the students’ attention. The teacher uses the “teacher vs students”, “teacher vs a student”, “a student vs a student” formats and avoids offering the “students vs students” games.

Between the lessons, the students play in small groups. They are offered the educational games but they prefer to develop games on their own.

Describe an instructional activity observed

The topic of the Science lesson observed by me was “Who eats what?” (nutrition in the wild nature an in the human society). The aim of the lesson was to introduce the notions of a herbivore, a predator, a mammal, vegetarianism, a food chain and oth.

One of the activities was the collective brainstorming. The teacher asked the class about different animals, and the students were expected to say what each of the animals eats and define whether it is a herbivore, a predator or omnivorous.

Using the projector, the teacher showed the students the essence of a food chain. After than, the children were given a list of the animals and had to compose a food chain in teams. The teamwork was difficult to manage, as students did not want to cooperate and broke discipline. One girl started explaining that she felt sorry for the fact that animals eat each other.

Describe how the children’s socio-emotional needs are met

The students of the observed class have very specific socio-emotional needs. On the one hand, they have difficulties in acquiring knowledge and skills, cooperating, communicating, speaking in public and expressing their ideas. On the other hand, they concern about their performance and achievements. The children are afraid of criticism, as well as of being a poor achiever.

The teacher demonstrates patience and understanding during the lessons. She actively encourages the students and compliments them. However, she has to raise voice to maintain discipline, though avoiding using the intonation of anger.

The teacher does not explicitly force communication between the students understanding it is difficult for them. However, she puts effort in creating friendly relations between them. During my observation, she had a conversation with two children who then continued talking to each other.

How does the teacher manage the classroom?

The teacher maintains lively and creative environment in the classroom. She encourages the students to share ideas and actively participate in activities. The assistant helps the teacher to conduct the lesson successfully.

The lessons are lively and intensive due to the students’ energy. They are quite well-motivated and willing to take part in classroom activities, especially when they can learn and have fun simultaneously. The teacher uses compliments and jokes to maintain the students’ spirit.

She raises the voice when the discipline is broken, but then tries to draw the students’ attention and involve them into the work very quickly. She reacts on the students’ mistakes and questions very carefully in order to not insult them.

How are different children learning?

The nonverbal learning disorder has diverse symptoms that impact the learning process. However, the students of the class have a range of common problems, such as bad attention, emotional instability, difficulties in communication and comprehension of a speaker, problems with sharing ideas, and other. Most students cannot concentrate when the teacher is presenting the new material.

They also lose interest when the information seems difficult for them. However, they often feel shy to ask a teacher for additional explanation. I also noticed that for many students, it is difficult to begin working on a task, but when they get involved into the work they feel better and demonstrate diligence.

How does the teacher differentiate for children of diverse linguistic and cultural backgrounds?

During my observation, the teacher did not focus on cultural background. However, I saw the materials devoted to different nations’ costumes and traditions on the wall; thus, the children had the lesson devoted to cultures.

How does the teacher differentiate for children who have difficulty learning or appear to have disability?

The teacher adapts her teaching style to the needs of the students. She uses simple words and quite short sentences when explaining the new information. Her mimics, intonation and gestures are very expressive, which helps keep the students’ attention. She helps a child to begin working on a task when she sees that he/she is embarrassed. The teacher often addresses the children with the hearing impairment so that they do not feel separated from the rest of the class.

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IvyPanda. (2023, August 27). Special Education Observation Example Report. https://ivypanda.com/essays/classroom-observation-children-with-iep-report/

"Special Education Observation Example Report." IvyPanda , 27 Aug. 2023, ivypanda.com/essays/classroom-observation-children-with-iep-report/.

IvyPanda . (2023) 'Special Education Observation Example Report'. 27 August.

IvyPanda . 2023. "Special Education Observation Example Report." August 27, 2023. https://ivypanda.com/essays/classroom-observation-children-with-iep-report/.

1. IvyPanda . "Special Education Observation Example Report." August 27, 2023. https://ivypanda.com/essays/classroom-observation-children-with-iep-report/.

Bibliography

IvyPanda . "Special Education Observation Example Report." August 27, 2023. https://ivypanda.com/essays/classroom-observation-children-with-iep-report/.

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College Minor: Everything You Need to Know

14 fascinating teacher interview questions for principals, tips for success if you have a master’s degree and can’t find a job, 14 ways young teachers can get that professional look, which teacher supplies are worth the splurge, 8 business books every teacher should read, conditional admission: everything you need to know, college majors: everything you need to know, 7 things principals can do to make a teacher observation valuable, 3 easy teacher outfits to tackle parent-teacher conferences, a guide to writing observation reports.

An observation report is a piece of document that contains comprehensive information about a child. This document can be used as the basis to assess a child’s overall development.  

How to Get Started

The process involves observing a child, making notes, and putting everything together in a report. In preparation for the observation, you have to determine the setting and the schedule of the planned observation .

Identify what type of data you want to gather. If you want to observe a child’s socialization skills, schedule the observation while the child is at a playdate with friends. If you want to observe a child in the school setting, schedule the observation on a weekday when the child is in class.

Be mindful of the time and date of your observation. If a child is particularly slow to warm up, do not be surprised if the child does not immediately engage with his or her peers upon arrival at school. 

What Information to Include

Include as much information as you can during the time of observation. If you are observing a child in a classroom setting , don’t just focus on the child’s behavior; take note of the classroom, the environment, and the type of activity that they were doing that day. Any incidents that occur during the observation should be noted as well. It is highly likely that the behaviors exhibited by the child will be influenced by the events and environment on the day of the observation.

Tip: if you are worried that you might not take enough notes or write fast enough, you can use a voice recorder. Secure the permission of the people in the setting before you do this.

Create the Report

Compile all observation notes, organize them, and analyze the data. When reporting on a child’s behavior (e.g., a tantrum ), make sure to provide information about events that happened before, during, and after the behavior took place

A tip about note-taking: Keep your observation notes factual. Avoid making commentaries or making assumptions about how the child or others felt unless it was said explicitly.

Find the ideal format to present the information because the sheer amount of it can be overwhelming. Start with factual information like the date, time, and place of the observation. Proceed to write down all observations that you made. Keep these observations straightforward and clear. Make sure that it is organized and easy to understand. Put your analysis and recommendations towards the end of the report.   

Concluding Thoughts

Observation notes provide a wealth of information about a child. Observation notes can be used to assess a child’s behavior and development, which is why it’s important to create a report that is comprehensive and easy to understand. 

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Parents of children with special needs more ‘demanding’ of school staff – study

Some academy trusts fear ‘litigation’ as they have been unable to meet families’ expectations due to limited resources, according to a report.

Parents of children with special educational needs and disabilities are becoming more “demanding” of school staff due to increased need and limited resources, a report has suggested.

Schools and academy trusts are facing “significant challenges” around special educational needs and disabilities (Send) provision, according to the National Foundation for Educational Research (NFER).

The research, which interviewed multi-academy trust (Mat) chief executives, school special educational needs coordinators (Sencos) and Mat Send leaders, suggested that some academy trusts are worried about “litigation” as they have been unable to meet parents’ expectations due to a lack of support.

It said: “Sencos reported that the parents of pupils with Send were increasingly demanding more from them, driven by the increased level of need and (in some cases) worsening LA [local authority] provision.”

Schools are coming under increased pressure with Send staffing, navigating relationships with parents, accessing external support and dealing with “inconsistencies” between local authorities, the report said.

The study, which interviewed staff in 19 Mats in England between November 2023 and January 2024, said: “The growing complexity of pupils’ needs has strained resources and placed pressure on mainstream schools due to a lack of special school places.”

It added: “Some reported that they were increasingly unable to meet parents’ expectations due to a lack of resources and/or available support, which pushed them into an adversarial position, with some Mats reporting a fear of litigation.”

Sencos reported experiencing a “notable rise” in the number of pupils with education, health and care plans (EHCPs), which help pupils with Send access support in school, following the Covid-19 pandemic – but they said there had been no corresponding increase in resources to address these challenges.

Some interviewees were concerned that efforts to meet the need of Send pupils “came at the expense” of support and provision for non-Send pupils.

The report concluded that Mat Send leaders play a “pivotal role” in centralising Send efforts, facilitating collaboration, and providing expertise and support to individual schools.

One Senco said: “Having a director for Send and inclusion gives you the confidence when you are struggling with tricky kids and demanding parents, to suggest something completely different as you have the expert there to talk it through with the parents.”

The NFER is calling on the Government to prioritise increased funding for the Send system to address staffing challenges, provide adequate resources for schools and local authorities, and support effective provision for Send pupils.

Matt Walker, report co-author and senior research manager at the NFER, said: “It is critical that fixing the Send system remains a top priority for the Government.

“A good start would be addressing staffing challenges and providing adequate resources for schools and local authorities.”

Last month, Education Secretary Gillian Keegan acknowledged parents are having to “fight to get the right support” for children with special educational needs and she vowed that the Government “has a plan” to deliver 60,000 more places to meet the needs of pupils and their families.

Her comments came after Department for Education (DfE) figures showed around two in three special schools in England were at or over capacity in the last academic year.

There were 148,000 special school places reported across 1,077 schools in England as of May last year, but there were around 152,000 pupils on the roll during the same period, according to the data.

Margaret Mulholland, Send and inclusion specialist at the Association of School and College Leaders (ASCL), said: “Despite the best intentions of teachers and school leaders, the special educational needs system has been brought to its knees through lack of investment.

“Unless more resources are made available, some children will continue to miss out on the support they need to thrive at school.”

A Local Government Association (LGA) spokesperson said: “Councils share the Government’s ambition of making sure every child with Send gets the high-quality support that they need.

“The previous reforms to the Send system set out in the Children and Families Act 2014 have, however, failed to achieve the goal of improving provision for children with special educational needs and disabilities.

“Placing children and young people at the centre of the Send system was right, but the reforms set out in the Act were not supported by sufficient powers or funding to allow councils to meet the needs of children with Send or hold health and education partners to account for their contributions to local Send systems.”

A Department for Education spokesperson said: “Our ambitious Send and Alternative Provision improvement plan sets out how we will make sure all children and young people receive the support they need.

“We are providing £2.6 billion to support the creation of places for children and young people with Send or who require alternative provision, so parents can be reassured that their child will receive the right support at the right time, near home.

“Combined with the special free schools programme, this is creating over 60,000 new specialist places across the country.”

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Why were so many metro stations in Moscow renamed?

Okhotny Ryad station in Soviet times and today.

The Moscow metro system has 275 stations, and 28 of them have been renamed at some point or other—and several times in some cases. Most of these are the oldest stations, which opened in 1935.

The politics of place names

The first station to change its name was Ulitsa Kominterna (Comintern Street). The Comintern was an international communist organization that ceased to exist in 1943, and after the war Moscow authorities decided to call the street named after it something else. In 1946, the station was renamed Kalininskaya. Then for several days in 1990, the station was called Vozdvizhenka, before eventually settling on Aleksandrovsky Sad, which is what it is called today.

The banner on the entraince reads: "Kalininskaya station." Now it's Alexandrovsky Sad.

Until 1957, Kropotkinskaya station was called Dvorets Sovetov ( Palace of Soviets ). There were plans to build a monumental Stalinist high-rise on the site of the nearby Cathedral of Christ the Saviour , which had been demolished. However, the project never got off the ground, and after Stalin's death the station was named after Kropotkinskaya Street, which passes above it.

Dvorets Sovetov station, 1935. Letters on the entrance: "Metro after Kaganovich."

Of course, politics was the main reason for changing station names. Initially, the Moscow Metro itself was named after Lazar Kaganovich, Joseph Stalin’s right-hand man. Kaganovich supervised the construction of the first metro line and was in charge of drawing up a master plan for reconstructing Moscow as the "capital of the proletariat."

In 1955, under Nikita Khrushchev's rule and during the denunciation of Stalin's personality cult, the Moscow Metro was named in honor of Vladimir Lenin.

Kropotkinskaya station, our days. Letters on the entrance: "Metropolitan after Lenin."

New Metro stations that have been opened since the collapse of the Soviet Union simply say "Moscow Metro," although the metro's affiliation with Vladimir Lenin has never officially been dropped.

Zyablikovo station. On the entrance, there are no more signs that the metro is named after Lenin.

Stations that bore the names of Stalin's associates were also renamed under Khrushchev. Additionally, some stations were named after a neighborhood or street and if these underwent name changes, the stations themselves had to be renamed as well.

Until 1961 the Moscow Metro had a Stalinskaya station that was adorned by a five-meter statue of the supreme leader. It is now called Semyonovskaya station.

Left: Stalinskaya station. Right: Now it's Semyonovskaya.

The biggest wholesale renaming of stations took place in 1990, when Moscow’s government decided to get rid of Soviet names. Overnight, 11 metro stations named after revolutionaries were given new names. Shcherbakovskaya became Alekseyevskaya, Gorkovskaya became Tverskaya, Ploshchad Nogina became Kitay-Gorod and Kirovskaya turned into Chistye Prudy. This seriously confused passengers, to put it mildly, and some older Muscovites still call Lubyanka station Dzerzhinskaya for old times' sake.

At the same time, certain stations have held onto their Soviet names. Marksistskaya and Kropotkinskaya, for instance, although there were plans to rename them too at one point.

"I still sometimes mix up Teatralnaya and Tverskaya stations,” one Moscow resident recalls .

 “Both have been renamed and both start with a ‘T.’ Vykhino still grates on the ear and, when in 1991 on the last day of my final year at school, we went to Kitay-Gorod to go on the river cruise boats, my classmates couldn’t believe that a station with that name existed."

The city government submitted a station name change for public discussion for the first time in 2015. The station in question was Voykovskaya, whose name derives from the revolutionary figure Pyotr Voykov. In the end, city residents voted against the name change, evidently not out of any affection for Voykov personally, but mainly because that was the name they were used to.

What stations changed their name most frequently?

Some stations have changed names three times. Apart from the above-mentioned Aleksandrovsky Sad (Ulitsa Kominterna->Kalininskaya->Vozdvizhenka->Aleksandrovsky Sad), a similar fate befell Partizanskaya station in the east of Moscow. Opened in 1944, it initially bore the ridiculously long name Izmaylovsky PKiO im. Stalina (Izmaylovsky Park of Culture and Rest Named After Stalin). In 1947, the station was renamed and simplified for convenience to Izmaylovskaya. Then in 1963 it was renamed yet again—this time to Izmaylovsky Park, having "donated" its previous name to the next station on the line. And in 2005 it was rechristened Partizanskaya to mark the 60th anniversary of victory in World War II. 

Partizanskaya metro station, nowadays.

Another interesting story involves Alekseyevskaya metro station. This name was originally proposed for the station, which opened in 1958, since a village with this name had been located here. It was then decided to call the station Shcherbakovskaya in honor of Aleksandr Shcherbakov, a politician who had been an associate of Stalin. Nikita Khrushchev had strained relations with Shcherbakov, however, and when he got word of it literally a few days before the station opening the builders had to hastily change all the signs. It ended up with the concise and politically correct name of Mir (Peace).

The name Shcherbakovskaya was restored in 1966 after Khrushchev's fall from power. It then became Alekseyevskaya in 1990.

Alekseyevskaya metro station.

But the station that holds the record for the most name changes is Okhotny Ryad, which opened in 1935 on the site of a cluster of market shops. When the metro system was renamed in honor of Lenin in 1955, this station was renamed after Kaganovich by way of compensation. The name lasted just two years though because in 1957 Kaganovich fell out of favor with Khrushchev, and the previous name was returned. But in 1961 it was rechristened yet again, this time in honor of Prospekt Marksa, which had just been built nearby.

Okhotny Ryad station in 1954 and Prospekt Marksa in 1986.

In 1990, two historical street names—Teatralny Proyezd and Mokhovaya Street—were revived to replace Prospekt Marksa, and the station once again became Okhotny Ryad.

Okhotny Ryad in 2020.

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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