The irrational legislation of the Kyrgyz Republic in the field of education provides for the provision of educational services in the state (Kyrgyz) and official (Russian) languages. However, the legal framework does not ontain special rules governing the access of asylum seekers and refugees to education in their native languages. The Law "On Education" of August 11, 2023 №179 allows the use of other languages ​​in the educational process, but this rule is of a general nature and does not provide for the creation of specialized programs aimed at meeting the linguistic and educational needs of refugee children. According to Article 35 of the Law, additional education is aimed at developing the individual in accordance with his or her inclinations and interests and can be carried out by both educational institutions and individual entrepreneurs. Additional education programs are developed and approved independently, which opens up the possibility of adapting these programs to the specific needs of students, including refugee children. However, the implementation of such programs requires the availability of teaching staff, educational and methodological support, as well as a material and technical base, which actually limits the availability of such services. The Resolution of the Cabinet of Ministers of the Kyrgyz Republic dated August 27, 2024 № 519 which approved The Model Regulation on General Education Organizations of the Kyrgyz Republic allows schools to implement additional educational programs, including catch-up and remedial education programs, if the necessary conditions exist. However, the implementation of such programs remains optional and depends on the capabilities of a specific educational organization. Thus, the legislation does not require refugee children to be provided with specialized educational services, including language training. In practice, this creates a situation in which refugee children face serious obstacles in integrating into the education system. Gaps in learning associated with forced displacement, insufficient knowledge of the language of instruction, as well as the consequences of traumatic experiences significantly complicate these children's access to education on an equal basis with citizens of the country. National legislation, although it allows for the development of additional educational programs, does not oblige educational institutions to take into account the specific needs of refugee children, which does not comply with international standards in the field of refugees' rights to education.