scholarly journals Interaction of Social Actors in Inclusive Higher Education: Ethical Risks and Barriers

2020 ◽  
Vol 19 (2) ◽  
pp. 48-55
Author(s):  
O.A. Anikeeva ◽  
◽  
O.O. Afanasyeva ◽  
A.V. Karpunina ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Process ◽  
Social Adaptation ◽  
Modern World ◽  
University Professors ◽  
Social Actors ◽  
Professional Activities ◽  
Teachers And Students

the inclusion of people with disabilities in professional activities through inclusive higher education has become a necessity of the modern world. The effectiveness of interactions between different social groups during the educational process is largely due to the level of ethics in the relationships of the subjects. The authors investigated the grounds for inclusion in higher education, its ethical risks and barriers, the readiness of teachers and students to interact in the educational process. The leading theoretical approach was the concepts of inclusion and the social concept of disability, which make it possible to comprehensively consider the issues of socialization and social adaptation of young people with disabilities, including in vocational guidance and professional adaptation. The study was conducted by interviewing students, interviewing university professors, social professionals working in universities. The article presents the results of the study: the problems of vocational and ethical interaction of students in inclusive education were identified, the readiness of teachers and students for inclusive education and the conditions for increasing its effectiveness were assessed. The results can help to improve inclusive education and social adaptation of youth with disabilities.

scholarly journals Socialization of Young People with Special Educational Needs

2021 ◽  
Vol 25 (1) ◽  
pp. 98-104
Author(s):  
Tеtiana Lunkina ◽  
◽  
Julia Sizonenko ◽  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Needs ◽  
Educational Process ◽  
Quality Education ◽  
Special Educational Needs ◽  
Education Students

Annotation. Introduction. The unfavorable trend of disability in the world as a whole and in Ukraine in particular, necessitates solving the problems of access to education for children and youth with special needs, because a full life in society of people with disabilities is impossible without quality education and professional self-realization. Today, the education system for applicants with special educational needs is at a stage of inevitable change. Purpose. In the course of the research the essence and peculiarities of the development of inclusive education in Ukraine are considered. The advantages and disadvantages of including young people with special needs in the educational process are analyzed. The advantages of inclusion in the educational process both for young people with special needs and for typical applicants for higher education are substantiated. Results. A SWOT analysis of the socialization of young people with special educational needs was conducted. It is proposed to introduce measures to attract young people with special educational needs for their socialization, adaptation and integration into society. Conclusion. It has been proven that the problem of inclusive education is becoming more and more widespread every year, so higher education institutions need to respond immediately, developing mechanisms for attracting and further cooperation of young people with special needs. The practical value of the proposed ideas is: creating conditions for improving the competence of higher education students when working with people with disabilities; approbation of educational programs focused on training specialists with special needs; providing comprehensive and equitable quality education and encouraging lifelong learning opportunities for all. The socialization of young people with special educational needs will create conditions for effective work and interaction of higher education students with people with disabilities throughout the educational process. Keywords: inclusion; persons with disabilities; socialization; educational process; integration; institutions of higher education; tutor students.

scholarly journals Inclusive educational process at the university: Theoretical and experimental model of teachers' psychological readiness

2021 ◽  
Vol 23 (3) ◽  
pp. 156-182
Author(s):  
V. Z. Kantor ◽  
Yu. L. Proekt
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Practice ◽  
People With Disabilities ◽  
Educational Process ◽  
Integrative Model ◽  
Teaching Staff ◽  
Disabled Students ◽  
University Teachers

Introduction. The institutionalisation of inclusion in higher education determines new requirements for university teachers, what is also found in the field of psychological readiness for the implementation of the educational process with the participation of students with disabilities. Aim. The present research was aimed to develop theoretical framework and experimental verification of the model of psychological readiness of academic teaching staff for the implementation of an inclusive educational process. Methodology and research methods. Methodologically, the research was based on the idea that the true implementation of inclusive higher education is conditioned by the formation of an inclusive culture of university teachers, which serves as the foundation for the implementation of inclusive practices and policies and one of the immanent attributes of which is psychological readiness to implement the educational process with the participation of disabled students. In the diagnostic and methodological terms, the current study relied on the authors' questionnaire containing the blocks of questions built using a 5-point Likert scale and characterising the severity of the various components of such readiness among university teachers in relation to working with disabled students of diverse nosological groups. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, Shapiro-Wilk, Kolmogorov-Smirnov, Mann-Whitney tests, and the median test applying the Pearson test. To check the consistency of the proposed theoretical model of the psychological readiness of university teachers to implement an inclusive educational process, structural equation modelling (or SEM - the method of asymptotically non-parametric assessment) was employed. For statistical calculations, the program IBM SPSS Statistics ver.23 and the AMOS module were used. Results. The integrative model of the psychological readiness of faculty for the implementation of an inclusive educational process has been theoretically substantiated and experimentally confirmed. This model includes a motivational-value component (the acceptance of the values of an inclusive culture, beliefs and attitudes of the teacher regarding inclusive education), an affective component (the emotional acceptance of the situation of inclusive education and its subjects) and an operational component (the teacher's assessment of own skills in using the tools of inclusive education). In the presented model, the teacher's methodical preparedness for teaching students with disabilities acts as a cognitive component, and the resulting component is the implementation of inclusive practice based on the willingness and ability to interact with students with disabilities. It was found that, to the greatest extent, university teachers have formed a motivational readiness to implement inclusive education, but they experience a deficit of operational skills, when working with students with disabilities. At the same time, the level of psychological readiness to implement an inclusive educational process significantly differs depending on the subject specialisation of teachers and the presence / absence of previous experience of interaction with people with disabilities. Scientific novelty. The model of the psychological readiness of teachers for the implementation of inclusive education in Russia was developed and empirically confirmed. Practical significance. The findings of this research highlight the significance of the stages of the formation of university teachers' psychological readiness for inclusive education. The following stages are determined: from providing basic methodological readiness in the framework of professional development through the creation of internal conditions for readiness for inclusive education, examining the experiences and psychological difficulties in interacting with people with disabilities, and, finally, to accompanying the actual inclusive teaching practice.

scholarly journals DRIVERS OF DIGITAL TRANSFORMATION IN APPROACHES TO MODERN TEACHING OF STUDENTS

2021 ◽  
Vol 5 (4) ◽  
pp. 446-452
Author(s):  
N.S. Ladyzhets ◽  
E.V. Neborsky ◽  
M.V. Boguslavsky ◽  
T.A. Naumova
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Academic Culture ◽  
Digital Transformation ◽  
Educational Process ◽  
Modern World ◽  
University Graduates ◽  
University Culture ◽  
Personal Resource ◽  
Teachers And Students

The problem statement is connected with the paradoxical nature of modern academic reflection regarding the prospects not only for the development, but also for the survival of universities. Adherents of the alarmist approach justify the strengthening of the trend of academic capitalism, which represents a landslide increasing commercialization of all types of university activities, with a reduction in socio-humanitarian areas and the transition to an entrepreneurial post-academic university culture. Accordingly, the classical format of the university is declared to be dying, and the values of traditional academic culture are blurred and even ruined. Clarification and correction of concepts were required due to the fact, that digitalization is often considered as a process, and digital transformation is considered as the completion of the path of strategic and operational transformations that ensure competitiveness in the modern world. The authors insist that digital transformation is also procedural, so it would be more correct to designate the essence of these changes in modern higher education as an institutional purposeful transition to the latest technologies that provide opportunities for a variety of formats and personalization of the educational process. Clarification and expansion of the main drivers of digital transformation in modern higher education, in turn, indicate that the process of digital transformation, presenting intermediate results of achieving goals, will also remain open. The article presents an analysis of digital transformation in the practices of interaction between teachers and students, with an emphasis on the fact that the main goal of the teacher is his creative support, and the main goal of the student is the transition from the necessary development of modern specifics of the profession to the formation of a broader personal resource potential in the conditions of rapidly increasing changes. It is also important that digital transformation requires not only the consolidation of educational needs and skills during the life of university graduates, but also, first of all, their teachers. The authors note the discursiveness of the problem of the advantages and negatives of the digital educational environment, arguing that the understanding of modern students is focused on the need to implement early and systemic transformational changes in teaching and learning in the new digital landscape. The article concludes with updated conclusions and clarifies operational actions that contribute to achieving the goals of the transition to digital universities.

Methodological Support of Readiness Formation of Future Teachers for Inclusion

2019 ◽  
Vol 7 (3) ◽  
pp. 23-27
Author(s):  
Ольга Козырева ◽  
Ol'ga Kozyreva
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Environment ◽  
Educational Process ◽  
Future Teachers ◽  
Normative Documents ◽  
Professional Activities ◽  
The Subject ◽  
The University

The results of higher education are determined by normative documents and are based on the theory of competence approach. They refl ect the readiness of the future teacher to professional activities in the terms of inclusive education. Analytical verifi cation of various scientifi c sources makes it possible to assert that the essence of the various components of the methodological support of the learning process is the subject of scientifi c disputes. But it is worth noting that currently the researchers have not brought a single interpretation of such a concept as “methodological support”, which forces for their own understanding of this designation to refer to it. Methodological support is mainly singled out not just as a pedagogical component, but also as an integral part of the whole educational process. It is characterized by the volume and content of the working programs of disciplines, provides organizational and pedagogical conditions necessary for the formation of the educational environment of the University readiness of future teachers for inclusion. Properly selected and implemented in full methodological support of any process makes it guaranteed to be effective.

scholarly journals COMPETENCE APPROACH IN DESIGNING A PROFESSIONAL EDUCATIONAL PROGRAM MEDIADESIGN

2020 ◽  
pp. 79-88
Author(s):  
Nataliya Derev’yanko
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Professional Growth ◽  
Educational Program ◽  
Professional Training ◽  
Theoretical Aspect ◽  
Educational Process ◽  
Modern World ◽  
Professional Activities

The theoretical aspect is highlighted and practical ways of designing a professional educational program Mediadesign are presented. The features of professional training in the design direction have been investigated. Topical issues of ensuring the quality of the educational process of future media designers using the tools of the competence approach are considered. The article highlights the importance of modeling competencies and the peculiarities of introducing a competent approach into the process of professional training for applicants for higher education. The issues of the importance of modeling competencies and the peculiarities of introducing a competence-based approach into the process of professional training of future media designers in higher education are analyzed. It is proved that the quality of professional training of future media designers justifiably causes the need for the formation of the necessary competencies among students, which combine knowledge, skills, abilities; abilities and personality traits; general culture indicators; the ability to perform professional duties efficiently. The acquisition by future specialists of a system of design, creative, technological, communicative and interactive knowledge, skills and abilities is aimed at the formation of competencies, which should be considered as a result of high-quality professional training in the professional educational program Mediadesign. The specificity of a media designer's activity lies in the ability to carry out design developments in the context of modern world material and artistic culture, to creatively comprehend the national heritage and to master the skills of using advanced digital technologies as much as possible, provides ample opportunities for employment, professional growth and further scientific activities; the ability to perform complex specialized tasks and solve complex problems in the field of digital media, provides for the implementation of innovations in professional activities and is characterized by the uncertainty of conditions and requirements. Determining the competencies of a media designer makes it possible to determine a clear logical and consistent structure for the design of an educational and professional program Media design. The acquisition by future media designers of a system of knowledge, skills and abilities is aimed at the formation of integral, general and special competencies, which should be considered as a result of the educational process of professional training of Mediadesign.

scholarly journals Legal Barriers in the System of University Inclusive Education

2020 ◽  
Vol 22 (1) ◽  
pp. 59-83
Author(s):  
A. E. Balashov ◽  
E. A. Krasnova ◽  
L. V. Khristoforova
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Process ◽  
University Education ◽  
Practical Significance ◽  
Special Educational Needs ◽  
Equal Rights ◽  
Legal Barriers

Introduction. The introduction of inclusive education into the practice of university education is a complicated and multi-aspect process accompanied by a complex of problems, including the problems of a legal nature. The solution of these problems is one of key tasks faced by the education system of Russia.The aim of the present research is to reveal and describe normative and legal barriers in the system of inclusive higher education, withdrawing the equal rights for education for all students regardless of their physical status and health.Methodology and research methods. The methods involve the analysis of legal and regulatory acts, regulating the orders and conditions of inclusive education at higher school. Russian and foreign literature on different aspects of inclusive education in higher school was reviewed, generalised and sistematised. The modelling method was employed.Results. On the basis of the existing legal norms, the reflection of the analysed materials made it possible to model the system of interaction between the participants of inclusive educational process – people with disabilities (HIA) and educational organisations. The constructed “theoretical” model allowed the authors to diagnose inclusion in higher education and to identify weaknesses in the provisions, which regulate the education of people with disabilities. Certain contradictions were found in the legal field of relations between these categories of students and educational institutions. The attention is drawn to the fact that in today’s Russia the system of spesialised support for universities and for students with special needs is being formed, including resource training centres. However, these structures need to determine their place and status in the field of educational rights.Scientific novelty. The authors firstly formulate the legal barriers, impeding the continuity of psychological medico-pedagogical support for students with disabilities. The conclusion is reached concerning the signs of discrimination in the rights of students with special educational needs and the urgent need for improved higher inclusive education, including the optimisation at the level of legislative regulation.Practical significance. The authors believe that introduction of changes into normative regulations with the purpose to provide equal rights and opportunities for receiving education by all citizens will contribute to more dynamic and orderly development of university inclusion in Russia and will help people with health disabilities to become full members of society.

scholarly journals Higher Education Response in the Time of Coronavirus: Perceptions of Teachers and Students, and Open Innovation

2021 ◽  
Vol 7 (1) ◽  
pp. 43
Author(s):  
Santiago Tejedor ◽  
Laura Cervi ◽  
Ana Pérez-Escoda ◽  
Fernanda Tusa ◽  
Alberto Parola
Keyword(s):  
Higher Education ◽  
Open Innovation ◽  
Educational Process ◽  
Knowledge Flow ◽  
Convenience Sample ◽  
Face To Face ◽  
Assessment Tests ◽  
Positive Elements ◽  
Teachers And Students ◽  
Training Resources

The COVID-19 pandemic has transformed training processes. The transition from face-to-face to virtuality has affected the entire educational process favoring one of the open innovation key features in the higher education institutions: the ability to manage knowledge flow. Open innovation in this crisis situation will encourage universities to deal with difficulties and embrace opportunities to enhance knowledge production. In this regard, the main objective of this work is to analyze how universities have managed knowledge flow during lockdown situation. The research presents a comparative study between three countries highly impacted by the coronavirus (Spain, Italy and Ecuador) based on perceptions from teachers and students on a convenience sample of 573 individuals. The study, of a descriptive and exploratory nature, applied surveys between March and April 2020 to students and teachers of Journalism, Communication. The survey had 2956 responses, collecting 65,032 pieces of evidence from students and 6468 from teachers. Teachers and students show their preference for being present, but they recognize the justification for the change of scenery and identify positive elements in virtuality. According to the findings obtained, the absence of presence has not generated an increase in the meetings between teachers and students. In addition, the tutorials have been shorter and sporadic. Added to this is a scant commitment to the variety of resources and options offered by the Internet. The predominance of textual material collides with the demand from students for a mixture of training resources, a greater role for the podcast and, especially, a typology of assessment tests that pass the traditional exams.

Warm-up as part of a training session

2021 ◽  
pp. 89-98
Author(s):  
Е.И. Чучкалова ◽  
О.Г. Маскина
Keyword(s):  
Higher Education ◽  
Training Session ◽  
Practical Experience ◽  
Structural Features ◽  
Educational Process ◽  
Point Of View ◽  
Educational Organizations ◽  
Business Training ◽  
Warm Up ◽  
Teachers And Students

Статья посвящена организации учебного процесса в высшей школе. Авторы, в частности, считают, что лекционные и практические занятия должны начинаться и заканчиваться разминкой, подразумевающей выполнение коротких упражнений. С помощью специально проведенного исследования в работе анализируются структурные особенности учебных разминок, уточняются их отличия от бизнес-разминок, применяемых в ходе тренингов, а также рассматривается с содержательной и организационной точек зрения специфика применения разминок в высшей школе. Выводы сделаны с учетом мнения преподавателей и студентов, уже имеющих опыт участия в разминках. Научная новизна публикации заключается в расширении представлений о возможностях, которые открываются при использовании разминок в учебном процессе. В статье проведена их классификация по различным критериям: виду активности, массовости, желаемому результату, формату проведения. Кроме того, автор обобщил собственный практический опыт использования инструментов бизнес-тренингов, накопленный в ходе подготовки бакалавров и магистрантов, привел примеры наиболее популярных упражнений в каждой группе матрицы разминок. Особое внимание уделено разминкам, сопровождающим вебинары, что продолжает оставаться чрезвычайно актуальным в свете современного перехода на смешанный формат обучения в профессиональном образовании. Статья предназначена для преподавателей и студентов высших и средних профессиональных образовательных организаций. The article focuses on the organization of the educational process in higher education. The author, in particular, believes that lectures and practical classes should begin and end with a warm-up, which implies doing short exercises. With the help of specially conducted research, the paper analyzes the structural features of training warm-ups, clarifies their differences from business warm-ups used during training, and also considers the specifics of using warm-ups in higher education from a substantive and organizational point of view. The conclusions are made considering the opinions of teachers and students who already have experience of doing warm-ups. The scientific novelty of the publication lies in bringing better understanding of the opportunities that open up with using warm-ups in the educational process. The article classifies them according to various criteria: the type of activity, mass character, the desired result, the format of the event. In addition, the author summarized his own practical experience of using business training tools during the preparation of bachelors and undergraduates gave examples of the most popular exercises in each group of the warm-up matrix. Special attention is paid to the warm-ups accompanying webinars, which continues to be extremely relevant in the light of the modern transition to a mixed format of training in vocational education. The article is intended for teachers and students of higher and secondary professional educational organizations.

Fostering Critical Thinking Skills in European and Asian Higher Education Institutions

2021 ◽  
pp. 138-150
Author(s):  
Svetlana Antonova ◽  
Tatyana Pletyago ◽  
Anna Ostapenko
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Classroom Environment ◽  
Tertiary Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Education ◽  
Modern World ◽  
Sufficient Information ◽  
Professional Activities

There is a demand for transformation in higher education. Undergraduates need to be taught critical thinking, an essential skill that should be central to the mission of all educational institutions. Critical thinking is a key focus of academic interest among researchers in the field of pedagogy and methodology. Despite this, there is still a lack of sufficient information on approaches, methods, techniques, and means of incorporating critical thinking skills in the classroom environment at the tertiary education level. The purpose of this paper is to provide a comprehensive review of the hands-on experiences of some European and Asian universities in promoting critical thinking education using a range of academic models. The review shows that critical thinking has already been integrated into many major tertiary education programmes in both European and Asian universities. Further, majority of the academic models implemented are transferable and flexible. The results confirm that in terms of content, methods, and technologies, university education is focusing on cultivating the higher order skills necessary for innovative professional activities in modern world.

scholarly journals Digitalization and Inclusive Education: Common Ground

2020 ◽  
Vol 29 (2) ◽  
pp. 141-150 ◽  
Author(s):  
D. Z. Akhmetova ◽  
T. S. Artyukhina ◽  
M. R. Bikbayeva ◽  
I. A. Sakhnova ◽  
M. A. Suchkov ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Common Ground ◽  
Digital Technologies ◽  
People With Disabilities ◽  
Modern World ◽  
Young Generation ◽  
Political Processes ◽  
Routine Work ◽  
Inclusive Approach ◽  
Main Thing

The article addresses the issues related to digitalization in education and in this context – using of its achievements in the inclusive education.The authors analyze the implementation of digital technologies in the educational system, the benefits and risks of digitalization. The most important advantage of digitalization is its applicability in the system of inclusive education. The common ground between the inclusive approach and the use of digital technologies in the education of people with disabilities is studied. Digitalization in the modern world also influences on the civic engagement. In addition, digital citizenship makes it possible to develop professional competencies, ethical standards of culture among the young generation, in particular, among people with disabilities.In this article, the authors study the development of psychological, pedagogical, and communicative competencies of pedagogues required in inclusive education. The approaches to the organization of advanced training for teachers in professional educational institutions are shown.Digital educational technologies have undoubted benefits. If these technologies are used correctly in educational activities, they can help pedagogues to exempt from routine work, and to facilitate the fulfillment of educational tasks for children with disabilities. In order to do this, the entire process of digitalization and the use of artificial intelligence must be mastered. The main thing is to remember that “person” should be in the center of attention during the process of digitalization of socio-political processes.

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