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

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.

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

Standards and Monitoring in Education ◽

10.12737/1998-1740-2020-17-22 ◽

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.

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Education of students with disabilities in higher education

10.12737/textbook_5d36b4a8aacb22.47000857 ◽

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.

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IMPLEMENTATION OF MODERN INFORMATION TECHNOLOGIES IN ACCOMPANYING DISTANCE LEARNING OF CHILDREN WITH DISABILITIES AND DISABILITIES

“Educational bulletin “Consciousness” ◽

10.26787/nydha-2686-6846-2021-23-3-18-23 ◽

2021 ◽

Vol 23 (3) ◽

pp. 18-23

Author(s):

Maistrika T.I.

Keyword(s):

Students With Disabilities ◽

Inclusive Education ◽

Russian Federation ◽

Information Technologies ◽

Developmental Disorders ◽

Children With Disabilities ◽

Educational Process ◽

Persons With Disabilities ◽

Developmental Problems ◽

The Russian Federation

Children with disabilities (HH) and disabilities are children whose health conditions impede the development of educational programs outside the special conditions of education and upbringing. At the same time, the groups of students with disabilities and disabilities are extremely heterogeneous. First of all, this is determined by the fact that such groups include schoolchildren with various disorders: intellect, disorders of the emotional-volitional sphere, vision, hearing, speech, musculoskeletal system, with delay and complex developmental disorders. The Constitution of the Russian Federation and the Law "On Education in the Russian Federation" state that children with developmental problems have equal rights to education with all. In this regard, ensuring the realization of the right of children with disabilities to education is considered one of the most important tasks of state policy. Inclusive education is a process of joint education and training of persons with disabilities and normally developing peers. The goal of inclusive education is to implement an individual and differentiated approach to students with disabilities. In the course of such education, children with disabilities can achieve the most complete progress in social development. Thus, the question arises of organizing the learning process with the indicated categories of children. The relevance of the topic under consideration is also determined by the modern possibilities of Internet resources, which cannot but be used in the education system of schoolchildren. This article reveals the features of the implementation of information technologies in the educational process of students with disabilities and disabilities.

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Inclusive Education of Students with Disabilities in the Regional Multidisciplinary University: The Experience of Cherepovets State University

Psychological Science and Education ◽

10.17759/pse.2017220114 ◽

2017 ◽

Vol 22 (1) ◽

pp. 119-129 ◽

Cited By ~ 2

Author(s):

O.A. Denisova ◽

O.L. Lekhanova

Keyword(s):

Students With Disabilities ◽

Social Services ◽

Inclusive Education ◽

People With Disabilities ◽

Educational Support ◽

Persons With Disabilities ◽

Governmental Organizations ◽

Non Governmental Organizations ◽

Education Of Students ◽

The University

This article describes the regional experience of teaching students with disabilities in a multidisciplinary university. Analysis of resources and algorithms of educational support provided at the university creates the opportunity to share this experience and to evaluate its significance for the development of higher inclusive education, as well as to assess the perspectives for its application in similar educational environments. Consulting, education, coordination and rehabilitation services are the main forms of assistance to students and teachers at all stages of education and socialization of people with disabilities. The university has a department that provides support to students with disabilities and their teachers. The analysis of the successes and challenges of higher education of persons with disabilities shows that there is an objective need to unite the efforts of the university with the regional non-governmental organizations and the authorities of the region, with health care, education and social services in order to support young people with disabilities.

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

Mousaion ◽

10.25159/2663-659x/6966 ◽

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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Readiness for Training Disabled Students in Academic Staff of Universities

Psychological Science and Education ◽

10.17759/pse.2018230208 ◽

2018 ◽

Vol 23 (2) ◽

pp. 68-76 ◽

Cited By ~ 3

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.

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Training of Children with Autistic Disorder

Primary Education ◽

10.12737/18225 ◽

2016 ◽

Vol 4 (1) ◽

pp. 49-52

Author(s):

Смирнова ◽

L. Smirnova

Keyword(s):

United Nations ◽

Inclusive Education ◽

Learning Difficulties ◽

Federal State ◽

Autistic Children ◽

Persons With Disabilities ◽

Educational Standard ◽

The Russian Federation ◽

State Educational ◽

Education Of Students

The article considers issues related to the education of autistic children within the framework of inclusive education. The author analyzed the principles and objectives of this type of education on the basis of official documents: the ratified by the Russian Federation Convention on the Rights of Persons with Disabilities of the United Nations and the Federal State Educational Standard of Primary Education of students with disabilities. The characteristics of children with autistic syndrome, and learning difficulties are described. The psychological and pedagogical recommendations for educators who work with autistic children are given.

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Potential of Cognitive Management and Value-communicative Nature of University Education

Высшее образование в России ◽

10.31992/0869-3617-2019-28-2-105-116 ◽

2019 ◽

Vol 28 (2) ◽

pp. 105-118 ◽

Cited By ~ 1

Author(s):

Dmitry A. Belyaev ◽

Olga A. Volkova ◽

Evgenia P. Shebolkina

Keyword(s):

Educational Institution ◽

Education Institution ◽

Educational Process ◽

University Education ◽

State Technical ◽

Educational Organization ◽

Project Activity ◽

Functional Aspects ◽

The University

The article provides an overview of foreign and national research on the possibilities of using cognitive management in the educational environment of higher education institution. The authors emphasize the potential of cognitive management principles application in the educational organization, the direct correlation between cognitive management tasks and the general purposes of educational process. The possible approaches to knowledge management in educational organization are described. The authors dwell on the general methodological, economic and functional aspects of cognitive management at the university, argue that the value-communicative essence of university education enables to manage the knowledge base of the university. On the example of Ukhta State Technical University the article considers the possibilities of students’ project activity and project self-government. Firstly, it ensures the increment and intensification of the value-communicative flow of knowledge within the University and in its interaction with the external environment. Secondly, it fosters students to master the role of a cognitive manager. Thirdly, it encourages students to develop their meta-abilities which can be viewed as a form of cognitive management outcomes in higher educational institution.

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About Some Aspects of Educational Work of Students with Reduced Capabilities in Medical University

Psychological and Pedagogical Issues of Modern Education ◽

10.31483/r-98831 ◽

2021 ◽

pp. 129-140

Author(s):

Dmitrii Valerievich Sudakov ◽

Oleg Valerievich Sudakov ◽

Artiom Nikolaevich Shevtsov ◽

Evgenii Vladimirovich Belov ◽

Viktoriia Vitalevna Sviridova

Keyword(s):

Medical Students ◽

Students With Disabilities ◽

Inclusive Education ◽

Educational Process ◽

Educational Work ◽

Integrated Education ◽

Persons With Disabilities ◽

The World ◽

Medical University ◽

Future Physician

The article is devoted to the study of some aspects of teaching students with health limitations and disabilities in a medical university. Currently, in Russia and around the world, inclusive and integrated education continues to develop, elements of which can be found in medical universities. At the same time, a complete transition to an inclusive education of medical students is impossible for a number of reasons, at the head of which are certain requirements for the future physician, who must have a certain amount of health, not only physical, but also mental. Unfortunately, not enough research is devoted to the aspects of teaching students with health limitations and disabilities in medical universities – the study of which became the purpose of the presented work. The objects of the research conducted from 2018 to 2021 at the N.N. Burdenko, 30 medical students served, divided in-to 3 groups of 10 people, depending on the etiology of their pathology. So, 1st group consisted of students with insignificant disabilities. The 2nd group included students with disabilities established from their birth or childhood. The 3rd group consisted of future physicians whose disability was established during their studies at a university (often as a result of an accident). In the work, the sex and age composition of the subjects was determined, the ratio of students to existing faculties was studied, the pathology most often encountered in persons with disabilities and disabilities was studied, the attitude of others to the respondents was deter-mined, as well as their own opinion regarding various aspects of the educational process at a medical university. The work is of interest for the staff of the departments of a medical university who are related to working with students with health limitations or disabilities.

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