scholarly journals Readiness of Higher Education Institutions Faculty Staff to Work in Inclusive Groups

2021 ◽  
Author(s):  
Vadim N. Kozlov ◽  
Daria F. Romanenkova ◽  
Elena I. Salganova
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
People With Disabilities ◽  
Teaching Experience ◽  
Teaching Staff ◽  
Russian Society ◽  
Sociological Study

Inclusive education is regarded as a valuable resource for the development of Russian society. Teachers play a distinctive role in its implementation. The study of this role is based on the principles of structural and functional and systemic approaches, as well as the sociology of education, the sociology of culture, pedagogy, psychology, and the monitoring of inclusive education. The empirical basis of the research was formed by the materials of a quantitative, representative sample and sociological study of the readiness of teachers of higher education institutions to work in inclusive groups, in which students with disabilities are studying. A total of 777 teachers from 23 universities in Sverdlovsk, Chelyabinsk, and Kurgan regions were interviewed in November 2019. The analysis showed that most teachers of higher education institutions support the idea of inclusive education, as well as are ready to work in inclusive groups and have a need for professional training on inclusive higher education. The overwhelming majority of teachers of higher education institutions in the region do not experience any particular psychological difficulties and methodological challenges in working with streams and groups with students with disabilities. Teachers with longstanding teaching experience, associate professors, professors, and people with good knowledge of inclusive education express a greater interest in working with inclusive groups. At the same time, a significant number of teachers of higher education institutions in the region do not support the idea of teaching people with disabilities in inclusive groups. Some teachers are not familiar with or lack knowledge in the concept of inclusive higher education, and they also point to psychological and methodological problems when working in inclusive groups, which is particularly characteristic of young teachers and those who have not taken advanced training on inclusive education. In order to increase the role and responsibility of the teaching staff in inclusive education, it is recommended to continue monitoring it by reaching out to every inclusive group, student, and teacher. Keywords: inclusive higher education, monitoring studies, teacher, student, people with disabilities

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 Inclusive Education in Technical University

2018 ◽  
Vol 7 (4.36) ◽  
pp. 1020
Author(s):  
O. G. Savka ◽  
E. V. Milkina
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Young People ◽  
Students With Disabilities ◽  
Present Article ◽  
Inclusive Education ◽  
Statistical Data ◽  
Higher Education Institutions ◽  
People With Disabilities ◽  
Technical University

 The present article addresses the issue of importance of inclusive education in higher education institutions with statistical data on students with disabilities undergoing training. In this article the problems of university readiness for implementation of inclusive education of young people with disabilities are analyzed; and the legal, educational and systemic aspects of special education are investigated.  

scholarly journals Formation of inclusive values as development of democratic values

2020 ◽  
Vol 9 (29) ◽  
pp. 107-115
Author(s):  
Tetiana Stepanova ◽  
Kateryna Shapochka ◽  
Raiisa Vdovychenko ◽  
Yuliia Babaian ◽  
Nataliia Ivanets
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Basic Knowledge ◽  
Teaching Staff ◽  
Democratic Values ◽  
Special Educational Needs ◽  
University Culture ◽  
Pedagogical Approaches

The article highlights the issues of professional training of future educators using innovative pedagogical approaches, as well as the formation of inclusive competency as part of professional competency. The authors present the views of scholars on such terms as “inclusive education”, “inclusive culture”, “inclusive values”, and “value-based orientations” and demonstrate the importance for teaching staff of basic knowledge and methods of working with children with special educational needs. The article highlights the effectiveness of inclusive education in the training and retraining of teachers, where the formation of inclusive values is one of the objectives. The creation of an inclusive culture in higher education institutions ensures the existence of a safe democratic society that shares the ideas of cooperation and the value of each person in common achievements. This kind of university culture creates shared inclusive values and principles that are common for all faculty and students.

Regulatory mechanisms for ensuring accessibility, individualization and inclusion of vocational education for the disabled and people with disabilities in rural areas of Russia

2020 ◽  
pp. 19-30
Author(s):  
V. G. Novikov ◽  
E. A. Gridasova ◽  
Yu. A. Kulikova ◽  
S. A. Gorokhov
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Agricultural Education ◽  
Rural Areas ◽  
People With Disabilities ◽  
Legal Regulation ◽  
Rural Residents ◽  
Persons With Disabilities ◽  
The Disabled

The article deals with the issues of legal regulation of ensuring accessibility of higher education for the disabled and people with disabilities. The relevance of obtaining agricultural education in the Russian Federation, which should be as close as possible to the main consumer — the rural population, is emphasized. The openness of agricultural education to the needs of rural residents will help reduce migration fl ows and preserve young people in rural areas. Attention is drawn to the fact that obtaining agricultural education is possible and accessible not only for people without disabilities, but also for people with disabilities. The advantage of providing higher agricultural education to this category of rural residents is that they are not aimed at migration, they live permanently and for a long time in a certain territory. The review of the current legal acts regulating the issues of accessibility and training in higher education organizations for persons with disabilities and persons with disabilities is presented. The article analyzes current trends in the legal fi eld of inclusive education. The article considers the concept and legal status of disabled people and students with disabilities, the concept of inclusive education and the requirement for its implementation at all levels, including higher education.

scholarly journals Including the excluded in Open and Distance Learning in Namibia: Policy transformation to maximise the inclusion of students with visual impairments

2021 ◽  
Author(s):  
Isobel Green ◽  
Mirjam Sheyapo
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Visual Impairments ◽  
Link Type ◽  
Open And Distance Learning ◽  
Policy Transformation

It is evident that there is an increase in the enrolment of students with disability in Higher Education, particularly Students with Visual Impairments (SVI). However, it is also sad to note that, this group of students remain excluded and thus are less visible in Open and Distance Learning (ODL). The current pandemic (COVID-19) has put to test, the preparedness and pro-activeness of most higher education institutions to include students with disabilities in different modes of teaching and learning. This paper observed, reviewed, and analysed various legislatives to determine the preparedness of different ODL Centres of selected HEIs in Namibia. Amongst others, some national and institutional legislatives revealed lack of obliging guidelines to compel HEIs to commit to the inclusion of students with disabilities particularly the SVI. The paper concludes that there is lack of policy guidelines in HEIs toward inclusive education and consequently most institutions remain reluctant to prepare and be proactive to include SVI in the ODL programme. The paper calls for policy transformation at national, ministerial, and institutional, to move toward inclusive education through all modes of learning.

scholarly journals USING MEDIA-PSYCHOLOGICAL TECHNOLOGIES TO FORM TOLERANT ATTITUDE TOWARDSCHILDREN WITH DISABILITIES IN PEDAGOGICAL SPECIALISTS IN THE PROCESS OF THEIR PROFESSIONAL TRAINING IN UKRAINE/ MEDIJŲ PSICHOLOGIJOS TECHNOLOGIJŲ NAUDOJIMAS FORMUOJANT PEDAGOGINIŲ SPE

2020 ◽  
Vol 1 (41) ◽  
pp. 173
Author(s):  
Iryna Subashkevych ◽  
Vira Korniat
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Learning Process ◽  
Professional Training ◽  
Children With Disabilities ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Competent Staff

<p>The article deals with the problem of the formation of a tolerant attitude towards children with disabilities in students of pedagogical specialties during their professional training. It is noted that in the contextof the development of inclusive education in Ukraine, it is important to improve the educational process of the higher education institutions in order to train competent staff ready to work with children with disabilities. The level of tolerance formed in students of pedagogical specialties is analysed. The system of working with students using media-psychological technologies and media resources in the learning process is proposed; the effectiveness of their use in the educational process is experimentally verified</p><p>Straipsnyje nagrinėjama pedagoginių specialybių studentų tolerantiško požiūrio į vaikus, turinčius negalę, formavimo problema jų profesinio mokymo metu. Pažymima, kad Ukrainoje inkliuzinio ugdymo plėtojimo kontekste svarbu tobulinti aukštųjų mokyklų ugdymo procesą, siekiant paruošti kompetentingus darbuotojus, pasirengusius dirbti su vaikais, turinčiais negalę. Analizuojamas pedagoginių specialybių studentų suformuotas tolerancijos lygis. Siūloma darbo su studentais sistema naudojant medijų psichologijos technologijas ir medijų išteklius mokymosi procese, eksperimentiškai patikrinamas jų panaudojimo ugdymo procese efektyvumas</p>

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 ORGANIZATION OF INCLUSIVE SPACE IN THE MODERN UNIVERSITY: INDIVIDUALIZATION AND UNIFICATION

2021 ◽  
Vol 32 (1) ◽  
pp. 69-86
Author(s):  
Olena Tymchyk ◽  
Yuliia Zhukova
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Higher Education Institutions ◽  
People With Disabilities ◽  
Educational Services ◽  
Persons With Disabilities ◽  
Quality Of Higher Education ◽  
Mobility Programs ◽  
The Individual

The implementation of qualitative inclusion in higher education institutions is one of the conditions for the constant development of Ukraine. The analysis of statistical data, made by the authors, shows a permanent reduce of the number of people with disabilities, who obtain higher education now. Based on the analysis of modern researches and media materials, authors identify the reasons for this tendency. They believe that one of the main barriers is the inability of young people with disabilities to get a job in their specialty and build a successful professional trajectory. Having analyzed the few of Ukrainian universities’ websites, authors propose the development of a unified approach for the special educational services provision. Authors also determine its main elements as: definition of educational difficulties; systematic monitoring of the availability of higher education institutions and of the level of satisfaction of special educational services; expansion of the collected information about students with disabilities; programs of communication ethics among teachers, students and persons with disabilities; psychological services; monitoring the observance of the rights of students with disabilities; inclusion of students with disabilities in academic mobility programs; employment of students with disabilities; determination of quality indicators for the special educational services provision; providing full information on the possibility of provision services to students with disabilities; representation of students with disabilities in the advertising products of institutions – as equal members of the student community. The authors consider these elements as an appropriate base for determination of the quality of higher education institutions inclusion. At the same time, teachers use the individual approach, adjusting a system of «smart adaptation» for students with different physiological and psychological characteristics.

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.

Facing challenges to the permanence of people with disabilities in brazilian higher education: a study of the reality of CCJS/UFCG undergraduate courses

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Iarley Pereira de Sousa ◽  
Fábio Zoboli
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Initial Phase ◽  
People With Disabilities ◽  
Dropout Rate ◽  
Face To Face ◽  
Data Collection Instrument ◽  
And Training

Law No. 13,409 is published, which amends the previous one, including people with disabilities among their guardians. The dropout rate of these people in higher education is 27% (Inep, 2016). The UN Declaration on human rights education and training (2012) presents the constitutive frameworks of education (accessibility, acceptability, availability, adaptability). The research hypothesis is that the CCJS / UFCG has not guided its inclusive education in these constitutive milestones and this is one of the causes for students with disabilities to have difficulties in staying in their respective courses. The Comprehensive Interview (Kaufmann, 2013) will be used as a data collection instrument, not yet applied in the field, due to the suspension of face-to-face classes, in view of the worsening of the covid-19 pandemic and the initial phase of the research.

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