Individual Personal Factors of Professional Training of Persons with Disabilities and Limited Opportunities of Health as Competitive Specialists in Adaptive Physical Culture

2019 ◽  
Vol 8 (1) ◽  
pp. 81-87 ◽  
Author(s):  
С. Шмелева ◽  
S. Shmeleva ◽  
Н. Логачев ◽  
N. Logachev ◽  
Т. Бонкало ◽  
...  
Keyword(s):  
Health Status ◽  
Graduate Students ◽  
Students With Disabilities ◽  
Professional Training ◽  
Individual Characteristics ◽  
Physical Culture ◽  
Personal Factors ◽  
Persons With Disabilities ◽  
The Individual ◽  
Russian Universities

The article contains the results of an empirical research aimed at identifying the factors hindering the successful training of persons with disabilities and disabilities as competitive specialists in adaptive physical culture. An empirical study was conducted for four years at twelve Russian universities that provide professional training for future specialists in adaptive physical culture. The study involved 42 graduate students with disabilities and disabilities and 132 graduate students without deviations in health status. The organizational and methodological basis of the study was a complex of reliable and valid methods aimed at identifying the individual characteristics of their personality. As a result of the study, it was concluded that the individual and personal factors of professional training of persons with disabilities and disabilities as future specialists in adaptive physical culture are the low level of their volitional regulation, due to their orientation towards states and a tendency to fixation on their experiences, the inability to realize their intentions, to really perceive reality, their strengths and weaknesses.

scholarly journals PECULIARITIES OF PROFESSIONAL PREPAREDNESS OF PERSONS WITH DISABILITIES AS COMPETITIVE SPECIALISTS

2020 ◽  
pp. 168-175
Author(s):  
Татьяна Ивановна Бонкало ◽  
Светлана Васильевна Феоктистова ◽  
Светлана Васильевна Шмелева ◽  
Никита Вячеславович Логачев
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Graduate Students ◽  
Students With Disabilities ◽  
Professional Training ◽  
Educational Institutions ◽  
Institutions Of Higher Education ◽  
Persons With Disabilities ◽  
Low Degree ◽  
High Degree

Рассматривается проблема профессиональной подготовки обучающихся с ограниченными возможностями здоровья (ОВЗ) как конкурентоспособных специалистов. Представлены результаты эмпирического исследования, проведенного в течение четырех лет в 12 вузах России и ориентированного на выявление особенностей профессиональной подготовленности выпускников образовательных организаций высшего образования, имеющих ограниченные возможности здоровья, как конкурентоспособных специалистов. На основании результатов теоретического анализа авторы разрабатывают критериально-оценочную систему, с помощью которой проводят сравнительный анализ уровня и типа профессиональной подготовленности студентов-выпускников как с ОВЗ, так и без ОВЗ. В результате проведенного исследования авторы приходят к выводу о том, что большинство студентов-выпускников современных вузов с ОВЗ характеризуются трудоспособным типом профессиональной подготовленности, при котором отмечается недостаточно высокая степень их теоретической и практической подготовленности и низкая степень выраженности профессионально важных качеств их личности. Авторы предлагают способы совершенствования системы профессиональной подготовки студентов с ОВЗ как конкурентоспособных специалистов. The article is devoted to the problem of professional training of students with disabilities (HH) as competitive specialists. The article presents the results of an empirical study conducted over four years in 12 universities in Russia and focused on identifying the features of the professional preparedness of graduates of educational institutions of higher education with disabilities as competitive specialists. Based on the results of the theoretical analysis, the authors develop a criterion-evaluative system, with the help of which they carry out a comparative analysis of the level and type of professional preparedness of graduate students with and without disabilities. As a result of the study, the authors come to the conclusion that the majority of graduates of modern universities with disabilities are characterized by an able-bodied type of professional preparedness, in which there is an insufficiently high degree of their theoretical and practical preparedness and a low degree of expression of professionally important qualities of their personality. In conclusion, the authors propose ways to improve the system of professional training of students with disabilities as competitive specialists.

scholarly journals DEVELOPMENT OF INNOVATIVE POTENTIAL OF STUDENTS IN THE EDUCATIONAL PROCESS

2021 ◽  
pp. 137-142
Author(s):  
Наталья Анатольевна Буравлева
Keyword(s):  
Professional Training ◽  
Individual Characteristics ◽  
Educational Process ◽  
Main Principle ◽  
Systematic Analysis ◽  
Research Activities ◽  
Innovative Potential ◽  
Personal Competencies ◽  
The Individual ◽  
Development Of Students

Изменения, происходящие в обществе, усложнение профессиональных задач делают актуальным запрос к высшими учебными заведениями о подготовке специалистов к инновационной деятельности. Для развития инновационного потенциала студентов современный образовательный процесс в высшем учебном заведении должен иметь личностно-профессиональную направленность. Значимым фактором развития инновационного потенциала студентов является образовательная среда и психолого-педагогическое сопровождение образовательного процесса. Changes in society, the complexity of professional tasks actualize the request to universities to train specialists who are ready for innovation. To develop the innovative potential of students, the modern educational process in universities should be focused not only on the professional training of students, but also on the development of personality. Innovative activities, solving creative tasks to create new products and technologies require active work of the intellect, motivation and will, and this stimulates the development and selfdevelopment of a person. An important factor in the development of innovative potential of students is the educational environment. The functioning of this environment should be based on a systematic analysis of the object, subject, processes, and conditions of innovative development. In addition, it is important to determine the criteria for the effectiveness of the innovation environment, as well as to implement the principle of ensuring the continuous development of students. For the development of innovative potential, it is necessary to use psychological and pedagogical support of the educational process. The main principle of psychological and pedagogical support of the educational process is to take into account the individual characteristics and capabilities of students, the development of their resources. Psychological and pedagogical support of the educational process should be aimed primarily at the actualization of personal competencies that determine innovative activity. For the development of innovative potential, students should participate in the choice of an individual educational trajectory, show educational initiatives and implement them in research activities.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

scholarly journals DIDACTIC FUNDAMENTALS OF MUSICAL TRAINING OF FUTURE CHOREOGRAPHY SPECIALISTS IN DOMESTIC HIGHER EDUCATION INSTITUTIONS

2021 ◽  
pp. 91-97
Author(s):  
Oleksandr Кovalenko
Keyword(s):  
Higher Education ◽  
Nervous System ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Musical Training ◽  
Individual Characteristics ◽  
Professional Activity ◽  
Individual Approach ◽  
Professional Activities ◽  
The Individual

The article considers the didactic conditions of musical training of choreographers in higher education institutions of our state. In this work the structural didactic features of musical competence of choreographers are defined, such as: feature of professional activity planning; ways and methods of performing professional activities; communication techniques; organizational skills of choreographers; features of dance and motor motility. The article also states that the author considers an individual approach to take into account the ways of adapting the properties of studentsʼ nervous system to the requirements of professional activity as an effective method of musical training of choreographers in domestic higher education institutions. The article also deals with an individual approach, which takes into account the individual differences of students, the development of techniques, tools and methods of forming professional and musical skills of choreographers, due to the typological properties of the nervous system. At the heart of the individual approach considered in the study there is the idea of understanding a developing student as a person with a unique set of individual qualities. This involves the recognition of different, but equivalent in effectiveness methods of educational and creative activities that meet the objective requirements of the professional activity of the teacher and the individual characteristics of the future specialist.Also, in this paper, it is noted that in pedagogical science didactics is connected with the methods of teaching courses. The method of teaching folk dance is somewhat different from other choreographic disciplines due to the specifics of national dance. All textbooks, programs and methodical materials on folk choreography are authorʼs versions and naturally cannot be accepted by all experts identically. Keywords: musical training, music theory, choreographer, professional training, didactics, didactic bases of training, professional skill, systematic approach to musical training.

scholarly journals Pursuing Inclusive Higher Education in Egypt and Beyond through the Convention on the Rights of Persons with Disabilities

2018 ◽  
Vol 6 (4) ◽  
pp. 230-240
Author(s):  
Janet E. Lord ◽  
Michael Ashley Stein
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Field Work ◽  
Academic Programs ◽  
Public Higher Education ◽  
Persons With Disabilities ◽  
The Individual ◽  
Education Courses

Inclusive higher education is elusive for students with disabilities, especially in developing countries. The adoption and rapid ratification of the Convention on the Rights of Persons with Disabilities (CRPD) provides, if applied as its drafters intended, a “whole of institution” framework for its realization (CRPD Committee, 2016). Myriad legal, attitudinal, physical, and communication-based barriers limit or exclude participation. The individual impact of such discrimination is clear and carries lifelong consequences. Equally endemic are the broad societal and pedagogical effects of this exclusion. To illustrate: preventing persons with disabilities from Teacher Education courses impacts inclusive education in primary and secondary education; barring people with disabilities from academic programs in the sciences stifles innovation in assistive technology, health, and rehabilitation; and limiting access to studying the humanities hampers the emergence of disability studies as a rightful discipline. This article presents a framework for inclusive higher education in developing countries as contemplated by the CRPD. In doing so, we draw on field work conducting the first assessment of the accessibility of Egyptian public higher education to students with disabilities. We outline lessons that can be learned and pitfalls to be avoided both in Egypt and indeed for other countries in the Global South.

scholarly journals ADAPTIVE DRIVER TRAINING WITH THE USE OF SIMULATOR SYSTEMS

2019 ◽  
Vol 74 (6) ◽  
pp. 84-95
Author(s):  
Руслан Валентинович Кузьменко
Keyword(s):  
Professional Training ◽  
Traffic Accidents ◽  
Road Traffic ◽  
Individual Characteristics ◽  
Educational Training ◽  
Driver Training ◽  
Training Time ◽  
Information Program ◽  
Automated Information System ◽  
The Individual

The article looks at certain aspects of using automated information systems in the professional training of drivers at Hetman Petro Sahaidachnyi National Army Academy, Ukraine. The importance of integrating the theoretical and practical components of learning and the linkage between learning outcomes and safety on the roads are emphasized. The modern educational-training equipment for training drivers (simulators) includes information program components that can be customized to suit students’ individual characteristics and priorities for consideration in real road-traffic conditions. Assessment of students' knowledge and skills with simulators is carried out by analyzing their errors on typical routes that simulate problematic traffic situations. The main types of errors correspond to the common causes of road-traffic accidents, in relation to which statistics according to regions and periods are available, which, while training, gives a possibility to quickly respond to changes in the structure of accidents in the recent years in view of their causes. The automated information system is configured by a teacher in the way of correction of penalty points for every type of error. Upon reaching the critical amount of such points, the student is directed to retake the course, which makes it possible to provide the proper level of mastering the material before starting classes in the conditions of a real road situation. In future, increasing the share of the training time on the stimulator, it will be possible to take into account the students’ individual features of assimilating the material. This can be realized by introducing increased coefficients for repetitive errors into the penalty function. For this purpose a linear model of the total penalty score is proposed in the paper, which takes into account the specific and general errors, moreover, in the latter the base price of the error is related to the share of accidents with severe consequences. The multiplier of the individual weight of the error allows increasing its value in case this type of mistake occurred earlier and the student did not heed it.

scholarly journals PSYCHOLOGY STUDENTS’ PERCEPTIONS ABOUT THE PERSONALITY OF AN INDIVIDUAL WITH LIMITED HEALTH OPPORTUNITIES

2020 ◽  
Vol 13 (3) ◽  
pp. 24-34
Author(s):  
Lyudmila Anatolevna Rassudova
Keyword(s):  
Students With Disabilities ◽  
Social Environment ◽  
Inclusive Education ◽  
Professional Training ◽  
Psychology Students ◽  
Psychological Needs ◽  
Psychological Resources ◽  
Persons With Disabilities ◽  
The Social ◽  
Limited Health

Background. The modern education system needs competent and qualified specialists, including psychologists who work with students with disabilities. Training psychologists who are able to work in a modern system of inclusive education is becoming the most important task of higher education. Professional training involves the formation of objective ideas about a person with disabilities. Aim. The paper aims to identify the ideas of psychology students about the personality of an individual with disabilities. Materials and methods. The study involved 53 3rd-year psychology and pedagogy students of Omsk State Pedagogical University. Content analysis was used to analyze students essays. Three categories were identified and characterized: “Perceptions of a person with limited health opportunities”, “Perceptions of oneself”, “Perceptions of the social environment”. Results. It has been established that the highest frequency is inherent in the category “Perceptions of a person with limited health opportunities”, which reflects well-formed representations of students about the personal qualities and psychological needs of people with disabilities. The ideas about the social environment of persons with disabilities, as well as about their own personality, were formed to a lesser extent. Conclusion. The obtained results allow us to draw general conclusions regarding the fragmentation of ideas about a person with limited health opportunities. The psychology students have the right ideas about the psychological resources needed by people with impaired development for successful social integration and partially correct ideas regarding the needs of this category of people. The obtained data reveal new information about the features of the formation of professional ideas in psychology students specializing in the psychological and pedagogical support of people with limited health opportunities.

scholarly journals Psychological - pedagogical bases of physical education of students

2021 ◽  
pp. 131-135
Author(s):  
V. Ryabchenko ◽  
I. Donets ◽  
Y. Cherezov ◽  
M. Kostyuchenko
Keyword(s):  
Physical Education ◽  
Professional Training ◽  
Physical State ◽  
Effective Means ◽  
The Body ◽  
Spiritual Needs ◽  
Physical Culture ◽  
Close Relationship ◽  
The Individual ◽  
Education Of Students

For modern physical education of students is characterized by significant psychological stress. Teachers and psychologists need to prepare students not only in psychological and physical condition, but also to help confront many factors that arise during the learning process in various situations that cause inconsistencies in the functions of the body and its nervous system. The accumulated evidence testifies to the close relationship between the spiritual and physical state of man, as well as the ability to use special physical techniques and self-suggestion to influence the mental and physiological functions of the body. Many authors in various fields have studied the methods of using physical education to improve the psychological and pedagogical foundations of physical education of students and their professional training as a specialist [1.3] Effective means of improving the psychological and pedagogical foundations of physical education and the formation of students' individual physical culture are appropriate norms, which are based on modern principles of physical education [4]. One of the main is the principle of priority of needs, motives and interests of the individual, which involves building a system of physical education in general and individual programs taking into account individual and group, social and spiritual needs of people, as well as forming and understanding the concept of "individual physical culture" on physical education and motivation to engage in physical culture.

scholarly journals ОСОБЛИВОСТІ ДИСТАНЦІЙНОЇ ПІДГОТОВКИ МАГІСТРАНТІВ ФАКУЛЬТЕТІВ ФІЗИЧНОЇ КУЛЬТУРИ

2019 ◽  
Vol 69 (1) ◽  
pp. 139
Author(s):  
Nataliia O. Terentieva
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Graduate Students ◽  
Professional Training ◽  
Armed Forces ◽  
Physical Culture ◽  
Education Development ◽  
Metropolitan Regions ◽  
The Republic

The article presents the state of distance education for the professional training of graduate students in specialties 017 Physical culture and sports and 014 Secondary education (physical culture) on the example of the T.G. Shevchenko National University "Chernihiv collegium". Positive and negative aspects of introduction of distance learning for the purpose of professional training of future specialists of these specialties are presented, taking into account the characteristics of the student contingent and Chernihiv region specifics. Masters students of the region do not refuse traditional forms of education, moreover, they emphasize the impossibility of entering the system of distance learning from the border regions of the region (Chernihiv region borders with the Republic of Belarus and the Russian Federation), offer to duplicate the information of distance courses placed on the platform printed (or e-versions) materials that, on the one hand, will facilitate their perception of the material, and on the other hand, will partially make it impossible for individual students and / or group tasks to be performed. The data of questioning of graduate students 2017-2018 of these specialties indicate that it is inappropriate to see a complete transition to distance education of 70% of respondents, an appropriate partial transition - 81%, refuse to use platforms - 8%, express fears that they will not be able to master the discipline, located on the platform - 15%. The perspective opportunities of the distance education development for the specified specialties are singled out, considering the characteristics of the target audience, in particular, the growth of the number of working masters and graduate students who receive additional higher education, future specialists from the metropolitan regions, who seek to obtain an inexpensive additional higher education (in the regions) means of distance learning, an increase in the number of graduates of these specialties who are in service in the Armed Forces of Ukraine and law enforcement agencies. The necessity of considering the features of the region and the mentality of the population during the transition to the distance education is emphasized.

scholarly journals HEALTH-PROMOTING AND RECREATIONAL ACTIVITIES WITHIN THE CONDITIONS OF DISTANCE LEARNING

2021 ◽  
Vol 5 (1) ◽  
pp. 62-72
Author(s):  
Larysa Onishchuk
Keyword(s):  
Distance Learning ◽  
Healthy Lifestyle ◽  
The Body ◽  
Physical Culture ◽  
Physical And Mental Health ◽  
Persons With Disabilities ◽  
Recreational Activities ◽  
Physical Recreation ◽  
The Individual ◽  
Structural Blocks

Introduction. The actuality of the study is defined by the need to find a way to intensify health and recreational activities caused by decrease of physical activity and student health level in the context of distance education as required by quarantine limitations. The aim of the study is to scientifically substantiate the need for health and recreational activities in the conditions of remote education of future specialists on the basis of physical culture and sports and the classification of recreational activities. Material and methods are based on the application of competence, synergetic, systemic and axiological approaches to creating the foundations of health and recreational activities in the context of distance learning. Our study uses a set of philosophical, pedagogical and sociological methods and theories, including the problem of socialization of the individual and the adaptation of persons with disabilities to the social environment, and so on. The material of the research was health and recreational activities conducted among students of higher educational institutions of the Poltava region (using the nature reserve fund) and their impact on improving the physical and mental health of young people. Results. The study for the first time singles out and scientifically substantiates the conditions for optimizing health and recreational activities in the system of training future specialists in physical culture and sports, reveals ways to implement the tasks of physical recreation in quarantine restrictions; Didactic provisions of the organization of a healthy way of life of youth have got further research. Conclusion. The system of health and recreational activities covers two main structural blocks: independent organization of physical exercises (morning hygienic gymnastics, walks, short-distance tourism) in the fresh air; organizational group classes of motor activity at recreational facilities in permitted quarantine zones in compliance with all rules and regulations of sanitary safety. The human-nature system is considered by us as a set of components that interact with each other to achieve the goal - the introduction of a healthy lifestyle and the restoration of all functional systems of the body.

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