scholarly journals Readiness for Training Disabled Students in Academic Staff of Universities

2018 ◽  
Vol 23 (2) ◽  
pp. 68-76 ◽  
Author(s):  
N.Y. Sorokin ◽  
T.G. Lukovenko
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Staff ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Persons With Disabilities ◽  
Professional Self ◽  
The University ◽  
High Degree ◽  
Special Competence

The readiness of the teaching staff of higher educational institutions for teaching and psychological and pedagogical support of students with disabilities is being considered. We emphasize that the personnel of the educational organization need special competence to work with persons with disabilities of various nosological groups. The issues of creating an accessible environment in the university were studied, the readiness of teachers to apply special educational technologies in the training of students with disabilities, to develop teaching and methodological materials; the ability to establish pedagogically appropriate relationships with students, and provide psychological and pedagogical support in matters of personal and professional self-determination. The results show a high degree of importance of special professional competencies for inclusive education. But, at the same time, teachers assess their own level of preparedness with students with disabilities as insufficient, which allowed to determine the main areas of work.

Monitoring the Readiness of the Teaching Staff to Work in Inclusive Groups

2020 ◽  
Vol 8 (3) ◽  
pp. 17-22
Author(s):  
L. Il'ina
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Volgograd Region ◽  
Monitoring Study ◽  
The Russian Federation ◽  
The University ◽  
Methodological Difficulties

The article presents the results of monitoring the readiness of the teaching staff to work with students with disabilities in educational institutions of higher education in the Astrakhan region, Volgograd region, Republic of Adygea, Republic of Crimea and Sevastopol. Information was collected by placing a questionnaire for teachers on the portal of higher inclusive education of the Russian Federation and analyzing the obtained quantitative data from General monitoring forms by region. The monitoring study confirmed the presence of a number of problematic aspects in ensuring the educational process for people with disabilities at the University: the need to develop inclusive competence of the teaching staff; the presence of psychological and methodological difficulties in organizing and conducting the educational process in inclusive academic groups; lack of sufficient knowledge about special technical means of training and skills of adaptation of educational and methodological support taking into account the educational needs of students of various nosological groups.

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.

Education of students with disabilities in higher education

2019 ◽  
Author(s):  
Екатерина Михальчи ◽  
Ekaterina Mihal'chi
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Programs ◽  
Educational Process ◽  
Educational Institutions ◽  
Technical Equipment ◽  
Persons With Disabilities ◽  
Education Of Students ◽  
Reference Form

The manual in a brief reference form includes such aspects of the implementation of higher inclusive education as pedagogical conditions for teaching students with disabilities, technical equipment of the educational process and the regulatory framework of inclusive education, the creation of adapted educational programs of higher education for persons with disabilities and the development of adaptation courses. The manual can be recommended to teachers, staff and administration of higher educational institutions of different profiles, assistants, psychologists, employees of centers of inclusive education and used in conducting briefings on work in inclusive groups.

scholarly journals The Right to Inclusive Education in the Light of the Convention on the Rights of Persons with Disabilities

1970 ◽  
pp. 329-342
Author(s):  
Boubacar Sidi Diallo
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Progress ◽  
Social Situation ◽  
Quality Education ◽  
Educational Institutions ◽  
Right To Education ◽  
Persons With Disabilities ◽  
The Right

This article examines the rights of persons with disabilities in the field of inclusive education based on fundamental human rights outlined in the Convention on the Rights of Persons with Disabilities. Inclusive education is essential to achieve universal respect for the right to education, including persons with disabilities. Only inclusive education systems can offer persons with disabilities both quality education and the opportunity to improve their social situation. Inclusive education is not just about placing students with disabilities in mainstream educational institutions; it also means making them feel welcome, respected and valued. The values that underlie the concept of inclusive education reinforce the capacity of everyone to achieve their goals and to conceive of diversity as a source of enrichment. Students with disabilities need appropriate support to participate in the education system on an equal basis with other students. Ordinary educational institutions must provide students with disabilities with a learning environment that maximizes academic progress and socialization.

scholarly journals AKSESIBILITAS PENYANDANG TUNADAKSA

2018 ◽  
Vol 5 (1) ◽  
pp. 83
Author(s):  
Ezza Oktavia Utami ◽  
Santoso Tri Raharjo ◽  
Nurliana Cipta Apsari
Keyword(s):  
Data Collection ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Institutions ◽  
Final Conclusion ◽  
Literature Study ◽  
Collection Method ◽  
Persons With Disabilities ◽  
The Disabled ◽  
Institute Of Technology

AbstractAccessibility is a component of the implementation of inclusive Education that must be met. Aiming to facilitate students with disabilities to do mobility and access on campus, so that students with disabilities can perform activities independently without any obstacles and constraints of its diffability. The existence of accessibility to the building of inadequate educational institutions creates a barrier for persons with disabilities. Accessibility in this study focused on the accessibility of people with physically disabled by taking the case of buildings located at the Bandung Institute of Technology (ITB) located in Jatinangor. The data collection method used is physical field observation, literature study taken from textbook, article, and internet exploration. The final conclusion shows that accessibility of institutional buildings still has not reached perfectly in accordance with existing standards to be accessible to persons with disabilities and not yet fulfilling accessibility principles; safety, convenience, usability, independence. However, some buildings have tried to present the elements of accessibility that is sufficient to provide convenience for the disabled as a user of the building.Abstrak Askesibilitas merupakan suatu komponen dari pelaksanaan Pendidikan inklusi yang harus dipenuhi. Bertujuan untuk memudahkan mahasiswa difabel untuk melakukan mobilitas dan akses yang ada di kampus, agar mahasiswa difabel dapat melakukan aktifitas secara mandiri tanpa hambatan dan kendala-kendala difabilitasnya. Keberadaan aksesibilitas pada bangunan institusi pendidikan yang belum memadai menimbulkan hambatan tersendiri bagi penyandang disabilitas. Aksesibilitas dalam kajian ini difokuskan kepada aksesibilitas pada penyandang Tunadaksa dengan mengambil kasus bangunan yang terdapat di Institut Teknolgi Bandung (ITB) yang berlokasi di Jatinangor. Metode pengambilan data yang digunakan adalah dengan observasi lapangan fisik, studi literatur yang diambil dari buku teks, artikel, dan penjelajahan internet. Hasil riset menunjukkan bahwa aksesibilitas bangunan institusi masih belum mencapai sempurna sesuai dengan standar yang ada untuk dapat diakses oleh penyandang tunadaksa serta belum memenuhi asas aksesibilitas; keselamatan, kemudahan, kegunaan, kemandirian. Namun, sebagian bangunan telah berusaha menghadirkan elemen-elemen aksesibilitas yang cukup memberikan kemudahan bagi penyandang Tunadaksa sebagai pengguna bangunan. 

scholarly journals Methodological Approaches to the Actualization of Professional Self-Determination in Students with Disabilities in the Context of Development of Inclusive Education

2018 ◽  
Vol 23 (2) ◽  
pp. 19-28 ◽  
Author(s):  
V.D. Bayramov ◽  
T.I. Bonkalo ◽  
D.S. Raidugin ◽  
E.V. Voevodina
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Career Guidance ◽  
Self Determination ◽  
Persons With Disabilities ◽  
Professional Self ◽  
Methodological Approaches ◽  
Trial Monitoring

The article deals with the problem of professional self-determination of persons with disabilities in the context of the transformational processes of the education system in Russia. The work consists of two semantic blocks. The first one provides a social analysis of the trial monitoring of accessibility and quality of inclusive higher education in Moscow, as well as in Belgorod, Lipetsk, Tambov and Tver regions. In addition, the educational needs of university applicants with disabilities in these regions are analyzed. The second part of the article reveals the main conceptual approaches to the organization of a system of professional and career guidance for students with disabilities in an inclusive university. The article also presents results of empirical psychological studies proving the importance of professional self-determination of students of the inclusive university as an integral goal of career guidance activities based on the coherent-synergetic approach developed by the authors.

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.

scholarly journals The Gender Dimension of the Inclusion: The Case of the Western Siberian Universities

2018 ◽  
Vol 23 (2) ◽  
pp. 77-88 ◽  
Author(s):  
G.Z. Efimova ◽  
L.M. Volosnikova ◽  
O.V. Ogorodnova
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Staff ◽  
University Staff ◽  
Persons With Disabilities ◽  
University Teachers ◽  
Social Stereotypes ◽  
New Knowledge ◽  
And Training

The paper focuses on the attitude of university staff towards students with disabilities and on the readiness for inclusive higher education in members of the academic staff. It is stressed that one of the main tasks of the resource and training centers network is to help overcome such powerful barriers as social stereotypes and incompetence in inclusive education and to assist university teachers in establishing contacts and interaction with students with disabilities. The paper presents a study that involved 2181 university teachers from 10 universities of the Tyumen region. The study had two objectives: first, to explore the attitude of the academic staff of the universities to students with disabilities and the former’s readiness for inclusive education; secondly, to reveal gender differences in relation to inclusion. The main outcomes of the study are as follows. Women working in higher education are more positive towards inclusive education and its prospects, more tolerant and sympathetic to persons with disabilities. They are more focused on active inclusive behavior, on acquiring new knowledge and skills, and on rendering extensive support to students with disabilities. They value their own skills and competencies in inclusive teaching and collaboration highly enough. The paper concludes that women working at the universities of the Tyumen regions are an important resource for achieving the goals of resource training centers in the field of inclusive higher education.

scholarly journals Southern Federal University as a Center for the Development of Inclusive Education in the Region

2017 ◽  
Vol 22 (1) ◽  
pp. 106-118
Author(s):  
L.V. Goryunova ◽  
L.A. Guterman ◽  
V.A. Kirik ◽  
E.S. Romashevskaya
Keyword(s):  
Higher Education ◽  
Development Strategy ◽  
Inclusive Education ◽  
Education System ◽  
Educational Institution ◽  
Educational Institutions ◽  
Actual State ◽  
Persons With Disabilities ◽  
The University ◽  
Current Experience

The article provides an overview of best practices for inclusive education in higher educational institutions of the country, in terms of assessing its role in the development of inclusion in the regions. Cluster approach is proposed as the main approach to the development of regional inclusive education. The article describes the experience of organizing inclusive education in the Southern Federal University as a basic educational institution of higher education and as a cluster- forming educational organization that provides learning environment for persons with disabilities at all levels of education. The article also reveals the purpose and objectives of the university in the organization and implementation of quality inclusive education as a key development strategy. We analyze the actual state of inclusive education system at the university, which allows us to identify and describe the main activities of the Southern Federal University that ensure the establishment and development of inclusive education system both within the university and in the Rostov region in general. This also provides the opportunity to describe the current experience that may be incorporated in other institutions of higher education thus ensuring the effectiveness of formation of inclusive education system.

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.

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