DESCRIPTION OF THE MODEL OF INTERSTATE AND INTERSECTORAL INTERACTION ON SUPPORT AND DEVELOPMENT STUDENTS OF HIGH SCHOOLS WITH DISABLED HEALTH OPPORTUNITIES

2017 ◽  
pp. 14
Author(s):  
Olga Koriakovtseva ◽  
Tatyana Bugachuk
Keyword(s):  
Higher Education ◽  
High Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Role ◽  
The University

The authors of the article draw attention to the problem of the humanization of higher education, emphasize the special role of the teacher in working with students with disabilities, the specifics of inclusive education in the university and the importance of interagency partnership in this field.

scholarly journals Functional Nature of Life-long Learning in Raising Living Standard in Inclusive Society

2019 ◽  
Vol 62 ◽  
pp. 12002
Author(s):  
M.A. Isaikina ◽  
E.A. Maksimova ◽  
E.V. Martynova ◽  
N.V. Shelyakhina
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Modern Society ◽  
Psychological Adaptation ◽  
Educational Process ◽  
Living Standard ◽  
Special Role ◽  
Education Development ◽  
Inclusive Approach

The structural-functional analysis of the socio-cultural peculiarities of implementing inclusive policy in educational process in Russia is carried out. The issues of the inclusive approach introduction in higher education are touched upon. The main indicators of the living standard in the country including the level and accessibility of education are listed, interrelation of the living standard and quality of education are emphasized. The history of development and the difficulties of implementing inclusive education in Russia are considered. In particular, the historical, organizational, content and socio-economic peculiarities of inclusive education development in Russia are conceptualized. The importance of the inclusion being one of the main principles of the modern society is underlined. The main reasons for the difficulties in implementing inclusive education in Russia are indicated. Some of them are the lack of the necessary theoretical and methodological research as well as material and technical support. One of the main objectives in the implementation of inclusive education is a special organization of educational process including social integration and psychological adaptation of students with disabilities. A special role is given to the teacher who should be able to organize the educational process effectively providing equal opportunities for all its participants. In conclusion, possible solutions of the problems connecting with implementing an inclusive approach in higher education in Russia are outlined taking into account the peculiarities of its development.

scholarly journals Modelling Social Psychological Support within the System of Inclusive Higher Education: The Experience of Novosibirsk State Technical University

2017 ◽  
Vol 22 (1) ◽  
pp. 140-149 ◽  
Author(s):  
L.A. Osmuk ◽  
V.V. Degtyaryova ◽  
I.V. Zhdanova
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Psychological Support ◽  
Social Psychological ◽  
State Technical ◽  
Optimal Model ◽  
Education Development ◽  
Educational Paths ◽  
The University

The article considers the problem of modelling the specific structure of social psychological support of students with disabilities in the context of inclusive education development. The article reveals the functions, system character and means of application of this structure in the course of realization of professional and educational paths. The authors analyze different models of social psychological support in the university and address the question of the efficiency of these models and their compliance with resources and demands of the university. The problem of the optimal model is considered. The authors suggest outsourcing as a solution for universities with limited number of assistive resources and small amount of students with disabilities. Developing the model implies taking into account perceptions and assessments of social psychological support in students with disabilities in each step of their professional path.

scholarly journals Organizational Features of Inclusive process of Teaching Students with Disabilities according to Adapted Basic Professional Educational Programs at the University

2021 ◽  
pp. 44-50
Author(s):  
A.G. Stanevsky ◽  
◽  
T.A. Guzeva ◽  
V.M. Krikun
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Programs ◽  
Educational Process ◽  
Inclusive Process ◽  
Education Programs ◽  
Successful Employment ◽  
Organizational Features ◽  
The University

Researched is the problem of developing inclusive Higher education with an emphasis on the success of its completion and subsequent effective employment of graduates is very urgent. Today the number of students with disabilities requiring such training is estimated in the thousands. The accumulated experience of inclusive education confirms that vocational education, including higher education, provides the best vocational rehabilitation and subsequent successful employment of people with disabilities in the labor market. A key contribution to solving this problem is made by universities that create adapted educational programs for this category of students. The article summarizes the experience of the Bauman University on the creation of adapted basic professional educational programs for students with disabilities. The features of the organization of the inclusive educational process of learning, the features of the development and implementation of its methodological support: curricula, calendar educational schedules, competency matrices, work programs of disciplines and practices, assessment and other teaching materials are analyzed. The development and institutionalization of adoptive basic professional educational programs allows the university to pursue a targeted policy of attracting students with disabilities to higher education and ensures the success of mastering professional higher education programs approaching 90%, with 100% successful subsequent employment of graduates.

scholarly journals Trends in higher education in the context of the formation of an innovative economy

2021 ◽  
Author(s):  
Yuliya Fedorovna Nikitsina
Keyword(s):  
Higher Education ◽  
Social Development ◽  
Large Scale ◽  
Special Role ◽  
Highly Qualified ◽  
Innovative Potential ◽  
Innovative Economy ◽  
The University

The emergence of an innovative economy determines the demand for new competencies from future highly qualified specialists, where the university plays a special role in the formation and implementation of innovative potential. The paper analyzes the transformations in higher education, which are determined by large-scale processes affecting axiological attitudes regarding the role of knowledge in social development.

scholarly journals Psychological and pedagogical aspects of personnel training in higher inclusive education

2020 ◽  
Vol 175 ◽  
pp. 15030
Author(s):  
Marina Skuratovskaya
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Professional Training ◽  
Social Adaptation ◽  
Component Structure ◽  
Persons With Disabilities ◽  
Education Environment ◽  
Definition Of ◽  
The University

The article deals with the issue of professional training of students with disabilities in higher inclusive education. Statistical data showing the existing difficulties of obtaining higher education for disabled people are presented. The results of research on the material and technical, organizational, psychological and pedagogical conditions of accessibility of higher education for persons with disabilities are considered. The article analyzes the current pedagogical, socio-psychological and other barriers to training in higher inclusive education. The role of socio-psychological factors in the social adaptation of a disabled student in the educational space of the University is determined. Special attention is paid to psychological and pedagogical aspects of training in terms of inclusive higher education: designing integrated programmes of support for disabled students, the creation of the University rehabilitation-education environment, the definition of criteria for evaluation of universities on inclusive higher education. The article attaches great importance to the formation of an inclusive culture of an educational organization. Approaches to understanding inclusive culture presented in Russian and foreign studies are considered, and its component structure isdescribed.

Accommodations, Accessibility, and Culture: Increasing Access to Study Abroad for Students With Disabilities

2019 ◽  
Vol 24 (4) ◽  
pp. 424-439
Author(s):  
Christopher Johnstone ◽  
Paul Edwards
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
International Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Undergraduate Students ◽  
Universal Design ◽  
Student Mobility ◽  
The United States

Student mobility is a key aspect of internationalization of higher education. Within the broad population of students who have the opportunity to study abroad, however, there are particular groups who are under-represented. In the United States, for example, approximately 11% of undergraduate students in postsecondary degree-granting institutions have disclosed that they have a disability, yet only 8.8% of those who study abroad disclosed to having a disability to their home institutions. To better understand why under-representation may be occurring, this article examined study abroad through Schwanke, Smith, and Edyburn’s “A3” model of inclusive education, which highlights efforts of institutions related to advocacy, accommodations, and accessibility. Findings indicate that institutions—even those with strong reputations in study abroad for students with disabilities—are heavily focused on ensuring appropriate accommodations for students and only beginning to explore the design of programs through the lens of accessibility. Implications for international education units, such as the role of partnership building and commitment to Universal Design principles, are discussed.

Identifying the Barriers and Enablers for Supporting Learners with Special Needs in Higher Education

2014 ◽  
pp. 467-485 ◽  
Author(s):  
Peter Nicholl ◽  
Deryn Graham ◽  
Jennifer Redpath ◽  
Patricia Kearney ◽  
Jonathan Wallace ◽  
...  
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Well Being ◽  
Health Issues ◽  
Systematic Analysis ◽  
Participation In Higher Education ◽  
The University

This chapter provides a systematic analysis of thirteen in-depth interviews of disabled students from both universities in Northern Ireland. Undertaken as part of the Uni4U initiative hosted within the University of Ulster, the findings presented describe barriers experienced by students with disabilities to participation in higher education across both universities. The students provided comments concerning their current support provisions, barriers they have experienced, and suggestions for improvements to the service. Examination of the findings leads to three recommendations: firstly, that a network of communication should exist that encourages dialogue between all parties with an interest in the well-being of the student, with the student at the heart of these discussions and involved in all decisions; secondly, that attention must be paid to staff development especially with regard to Mental Health Issues; and finally, that in the long term the aim of institutions should be to move away from individual “reasonable adjustments” to inclusive education for all.

scholarly journals Guterman L.A. Resource Educational and Methodological Center for the Education of Persons with Disabilities as a Resource for the Development of Inclusion in a University

2019 ◽  
Vol 11 (3) ◽  
pp. 57-71
Author(s):  
G.G. Saitgalieva ◽  
L.G. Vasina ◽  
L.A. Guterman
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Education Institution ◽  
Disabled Persons ◽  
Educational Process ◽  
Persons With Disabilities ◽  
The Russian Federation ◽  
Education Of Students ◽  
The University

The article analyses the activities of the Resource Training and Methodological Centre for the Education of Disabled Persons and Persons with Disabilities (hereinafter referred to as the RUC) at the university on the basis of which it was established. The data of monitoring studies and questionnaires conducted by the RUC in 2017–2018 on parameters that are today key in assessing the state of higher inclusive education in any university of the Russian Federation are given. The analysis of a condition of the main activities of RUMTs in higher education institution is carried out. On the basis of the generalization and systematization of the data, the specifics of the work of the center within the university on the basis of which it was created are determined. The problems identified as a result of monitoring studies and questionnaires have led to the identification of the main paths of further activities of the RUC at the university on the basis of which it was established. Inclusive education of students with disabilities is the most important factor in the activation of resources of all subjects of the educational process, including structural divisions of the university, which accompany the process of education of this category of students. The synthesis of the types of works implemented in 2016–2018 and the implementation of monitoring studies by the Resource Educational and Methodological Center for the Education of Disabled Persons and Persons with Disabilities of the Ministry of Health makes it possible to speak about the significant role of this center in the development of the inclusive educational environment of the university.

scholarly journals DEVELOPMENT TENDENCIES OF THE INCLUSIVE EDUCATION SYSTEM AT HIGHER MEDICAL SCHOOL: ADAPTATION, MAINTENANCE, PROFESSIONAL READINESS

Bioethics ◽  
2020 ◽  
Vol 26 (2) ◽  
pp. 32-38
Author(s):  
A.N. Zholudo ◽  
◽  
D.N. Os´kin ◽  
O.V. Polyakova ◽  
E.G. Vershinin ◽  
...  
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Process ◽  
Professional Activity ◽  
Research Activities ◽  
Free Environment ◽  
The University ◽  
Medical University ◽  
Barrier Free

This article considers the issues of adaptation and organization of the educational process, barrier-free environment and readiness for professional activity of students with disabilities in inclusive education in conditions of inclusive education in a medical university. The relevance of this work is determined by one of the priority areas of state policy in the field of higher education – access to higher education for people with disabilities in inclusive education. Inclusive education at the university is designed to ensure not only the realization of the right of students with disabilities in inclusive education to higher education, but also to solve the problems of socialization and professional demand for such people. In order to improve the process of introducing inclusive education at the Ryazan State Medical University named after Academician I.P. Pavlov, a study was conducted, the main problems and ways of solving them were identified, related to the organization of the educational process, the conditions of the barrier-free environment and the readiness for professional activity of students with disabilities in inclusive education. An increase in the proportion of university teachers who have undergone advanced training in inclusive education also contributes to solving problems. Adaptation of educational programs and educational and methodological support for persons with disabilities includes psychological, pedagogical and tutor support etc. The organization of the educational process using distance education technologies is one of the priority conditions for teaching students with disabilities and/or HIA. The use of this technology makes it possible to significant-ly expand and modify some educational standards for students with disabilities in inclusive education, namely, to create an individual way for each student with disabilities in inclusive education in a medical university. It is proposed to use training techniques such as: online consultation of teachers; VR technologies; availability of training materials 24/7; online webinars that facilitate the inclusion of such students in the educational and research activities of the university. The professionally organized educational space and educational process of the university provide not only a high level of mastery of professional competencies, but also contribute to the formation of personal qualities of students with disabilities in inclusive education, necessary for their successful socialization, life and activity in society.

University of Zululand Library and Inclusive Education: Responding to the Needs of Students with Disabilities

Mousaion ◽  
2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Dorothy Eneya ◽  
Dennis N. Ocholla ◽  
Bertha Janneke Mostert
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Assistive Technologies ◽  
Equal Access ◽  
Disability Policy ◽  
Library Services ◽  
Access To Information ◽  
Persons With Disabilities ◽  
Education Agenda ◽  
The University

This paper investigates the University of Zululand Library’s response to the university’s inclusive education agenda with respect to the accessibility of library services to students with disabilities. This was a qualitative study within the interpretive paradigm that used Michael Oliver’s social model of disability as an underpinning theory. Semi-structured interviews were used to collect data from students with disabilities and library staff. In addition, physical inspection of the library building was also conducted. Data analysis was done by thematic analysis. The study reveals that the University of Zululand Library services are not inclusive. Students with disabilities struggle to access library services. They faced such challenges as inaccessibility of library services, unavailability of resources in alternative formats and assistive technologies, and the lack of a disability policy. The study also found that the library faced the following challenges in providing services for students with disabilities: limited funding, a lack of staff awareness and training, the lack of a disability policy and a lack of collaboration. Formulating regulations to enforce the implementation of disability policy and legislation, developing institutional disability policies, and providing assistive technologies are critical in ensuring the accessibility of library services to students with disabilities at the University of Zululand. Unless students with disabilities have equal access to information, the university’s inclusive education agenda will remain a distant dream. Access to academic library services is critical to the full participation of students with disabilities in education. Likewise, inclusive university education can only be realised when students with disabilities have equal access to information. This aligns with the Sustainable Development Goals and the United Nations Convention on the Rights for Persons with Disabilities, which promote equal access to services and facilities to persons with disabilities. This paper raises awareness for both library staff and university management about the current status of library facilities and services with respect to accessibility for students with disabilities and how to address inclusiveness in library service provision.

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