scholarly journals The competency levels of disabled students who study in university

2019 ◽  
Vol 14 (1) ◽  
pp. 99-110 ◽  
Author(s):  
Larisa V. Godovnikova ◽  
Aleksandra S. Gerasimova ◽  
Yana V. Galchun ◽  
Elena V. Shitikova
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Research University ◽  
Self Regulation ◽  
Well Being ◽  
Disabled Students ◽  
Professional Activities ◽  
Research Activities ◽  
The Disabled ◽  
Education Of Students

The article is devoted to the problem of inclusive education of students with disabilities at the university. The article analyses the study of the readiness of students with disabilities to research activities. The success of studying at a university depends on the psychological readiness of disabled students to educational and professional activities. Research activities are the main type of educational and professional activities. We studied the readiness levels of students with disabilities from the Belgorod State National Research University for the research activities. We obtained interesting data on the levels of the disabled students’ readiness to research activities. Most disabled students are not ready for the research activities. Students with disabilities experience difficulties in self-regulation, their goals in research activities are related to internal well-being, the communicative orientation is the leading emotional focus in research activities; the motivation to research activities is reduced. Efforts should be made to improve disabled students' university activities. Keywords: Disabled students, inclusive education, readiness for research activities, psychological and pedagogical support.  

scholarly journals Educating Students with Disabilities Who Study at the University

2019 ◽  
Vol 8 (8) ◽  
pp. 55
Author(s):  
Larisa V. Godovnikova ◽  
Aleksandra S. Gerasimova ◽  
Yana V. Galchun ◽  
Victoria I. Orekhova
Keyword(s):  
Students With Disabilities ◽  
Main Type ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Well Being ◽  
Self Organization ◽  
Professional Activities ◽  
Research Activities ◽  
The University

In this article the authors aim to analyze the ways of educating students with disabilities. Research activities at the university are the main type of educational and professional activities for students. Students with disabilities have difficulties in organizing research activities. Students have difficulties in self-regulation, their goals in research activities related to internal well-being. The communicative orientation is a leading emotional focus in research activities, and the motivation for research activities reduced. We have developed and implemented a program of training, which allowed us to develop the components of self-organization of research activities for students with disabilities. The development of such personal characteristics as self-regulation of behavior and emotional orientation positively influence the motivation of research activities among students with disabilities.

scholarly journals INCLUSIVE HIGHER EDUCATION: SOCIO-PSYCHOLOGICAL WELL-BEING OF STUDENTS

2019 ◽  
Vol 21 (2) ◽  
pp. 51-73 ◽  
Author(s):  
V. Z. Kantor ◽  
Yu. L. Proekt
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Quantitative Methods ◽  
Social Space ◽  
Well Being ◽  
Educational Process ◽  
Educational Work ◽  
Disabled Students ◽  
Psychological Well Being

Introduction. Nowadays, substantial intensification of inclusive processes in educational system (especially in higher education) identifies the need for thorough research of psycho-pedagogical foundations for the development of inclusive education culture.The aimof this research was to identify and compare the levels and factors of social-psychological well-being of healthy students, students with disabilities and students of inclusive groups.Methodology and research methods. At the methodological level, the research was based on the proposition that inclusive education assumes the formation and support of such an integrative socio-psychological space, in which neither students with disabilities nor healthy students feel anxiety in the course of interaction in the classroom or out-of-class situation. As the main methodological tool,a specially designed questionnaire was used for fixing the socio-emographic characteristics of the respondents, as well as for clarifying the problematic experiences of students and their attitudes to using social support resources, for identifying the characteristics of students’ assessments of the conditions of higher education, their satisfaction and involvement in student life and attitudes towards inclusive education. The received results of monitoring were processed by means of the following qualitative and quantitative methods of the analysis: the content analysis; the analysis of percentage with the use of the Pearson’s chi-squared test (χ2); comparative analysis with the use of Student’s t-test; the median test and one-factorial dispersive analysis; correlation and factorial types of the analysis. The statistical software packages Statistica 7.0 were employed for the calculation of the results.Results and scientific novelty. The authors clarified the patterns of formation of the barrier-free socio-psychological environment of the university, which implements the concept of inclusive education. It was established that there are no global differences in the parameters of socio-psychological well-being between students with disabilities and students without disabilities. This determines the favourable social and psychological prerequisites for development of inclusive higher education. Belonging to the same socio-typological and age group and the same leading activity cause the similar experience (e.g. similar problems and difficulties) of both groups of students. The type of disabling health condition, i.e. a disabled student with the defined particular nosological group determines only the specifics of the difficulties, which might be faced in higher school. The conclusion was drawn that successful inclusion of students with disabilities in educational process and social space of university contributes to positive students’ perception of the high school environment.Practical significance. The research outcomes might be used to define the content, directions and forms of work to support students in the conditions of inclusive education. Thus, it is recommended to further develop the system of inclusive education through the following actions: to optimise social conditions of disabled students; to hold rehabilitational and psychological training sessions focused on communication; to organise educational work in order to raise students’ awareness of special technical means of inclusive education; to involve inner circle of people (parents, friends, fellow students) close to disabled students in the process of socio-psychological support. 

scholarly journals Competences given to disabled students within the scope of inclusive education

2021 ◽  
Vol 13 (4) ◽  
pp. 696-706
Author(s):  
Atshybayeva Nurshat ◽  
Yegenissova Almazhai ◽  
Butabayeva Laura ◽  
Abusseitov Begakhmet ◽  
Ainur Zhorabekova ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
School Administrators ◽  
Classroom Teachers ◽  
Disabled Students ◽  
Friendship Relations ◽  
Purposeful Sampling ◽  
Content Analysis Method ◽  
The Disabled ◽  
Inclusion Study

Inclusion education is one of the subjects of great concern recently. The opinions of school administrators, counselors, teachers, enabled students, as well as disabled students, regarding the current situation of inclusive educational activities and the process for students with disabilities are needed to make inclusion study successful. This study aims to examine students' acceptance in their environment (inclusiveness) that differ from their peers for various reasons, the positive and negative experiences of classroom teachers on inclusiveness, and student-teacher interaction situations. The research, using the purposeful sampling methods, conducted the study in a primary school in Kazakhstan. In the research, the interaction, teaching practices and methods of classroom teachers for students with disabilities were examined. Observation and interview methods were used as a data collection tool, and content analysis method was used to analyze the data. With the results of the research, classroom teachers aiming to provide an atmosphere of mutual respect and love in classrooms with disabled students, are strict about classroom rules. A constructive and benevolent feeling is often given in friendship relations, and the general courses are taught using straight-through method and question-answer technique. Technology-supported trainings which are game-based and visual, as well as remarkable teacher entries have been found to affect the participation of these students. The research suggests the preparation of a curriculum enriched with content that will support an understanding of education that includes the disabled and increase awareness about inclusion. Keywords: disability; inclusive education; special education; technology.

scholarly journals Self-Activation as a Personal Resource in University Inclusive Educational Environment

2018 ◽  
Vol 7 (1) ◽  
pp. 62-77
Author(s):  
M.A. Odintsova ◽  
N. Radchikova
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Negative Impact ◽  
Self Regulation ◽  
Subjective Assessment ◽  
Self Control ◽  
Personal Resources ◽  
Voluntary Activity ◽  
Personal Resource ◽  
Psychological Balance

In the sphere of higher education, which is considered one of the most promising in promoting inclusive ideas, great attention is paid to students’ personal resources, characterizing the person's internal voluntary activity: self-control, self-esteem, self-efficacy, self-management, self-knowledge, self-support, self-regulation, and self-activation. They are these personal resources that mediate the students' subjective assessment of the external situation (the absence of barriers, the availability of different types of support), weaken the negative impact of disability, preserve the psychological balance and motivate them to overcome difficulties. A study conducted on the Russian sample showed that inclusive education is effective for students with disabilities and is a motivating factor for their healthy peers. The data obtained is consistent with the results of studies in other countries and cultures

Art activities as a means of emotional development of preschool students with disabilities in inclusive education

2021 ◽  
pp. 251-259
Author(s):  
Lyudmila N. Makarova ◽  
Inessa V. Smolyarchuk ◽  
Svetlana N. Isaeva
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Emotional Development ◽  
Well Being ◽  
Diagnostic Methods ◽  
Emotional States ◽  
Visual Activity ◽  
Preschool Students ◽  
Number Of Children ◽  
Art Activities

The work presents a scientific study of an emotional preschool student with disabilities by means of art activities in inclusive education. The number of children with the status of “child with disabilities” in preschool institutions is increasing annually. We study children “included in inclusive practice” as children, who need not only a special educational conditions, but also conditions that provide them with emotional well-being, emotional responsiveness, adequate expression of their own feelings. The results of an experimental study carry out on the basis of kindergartens in the city of Tambov are presented. 40 preschool students with disabilities took part in the experimental work. The study of the emotional sphere is carried out with the help of diagnostic methods: “Anxiety Test” (R. Tammle, M. Dorkey, V. Amen); “Locomotive” (S.V. Veliyeva); “Non-existent animal” (M.Z. Drukarevich); “Cactus” (M.A. Panfilova); “Methods for studying the ability to recognize emotional states” (L.F. Fatikhova, A.A. Kharisova). The results of the study show a low level of emotional development in preschool students with disabilities. The conducted research presents the program “Rainbow of Colours” aimed at emotional development and overcoming negative emotional states in preschool students with disabilities by means of artistic activity in an inclusive education. The pedagogical program includes work with children, parents and educators. In the developing parts of the experiment, methods of work that provide the skills of emotional self-expression of children in visual activity, influencing their awareness of their feelings, experiences and emotional statesare also used. The work presents a comparative analysis of the emotional development of preschool students with disabilities using non-traditional means of visual activity at the control stage. The obtained experimental data confirm the effectiveness of the tested program and can be used in the system of inclusive education.

THE INFLUENCE OF ACADEMIC SELF-REGULATION OF STUDENTS ON THE WAY OF OVERCOMING NEGATIVE SITUATIONS

2020 ◽  
pp. 82-93
Author(s):  
Ніна Обухова
Keyword(s):  
Pilot Study ◽  
Coping Strategies ◽  
Self Regulation ◽  
Well Being ◽  
Self Esteem ◽  
Problem Analysis ◽  
Professional Activities ◽  
Self Blame ◽  
Academic Activities ◽  
Educational Conditions

The relevance of research. In modern educational conditions, it is important for applicants to independently regulate academic activities and find solutions to overcome unforeseen negative situations. The purpose of the study is to reveal the correlation between indicators of ways to overcome negative situations and academic self-regulation. Research methods - The experimental research was carried out on the basis of the H.S. Skovoroda Kharkiv National Pedagogical University and the Ukrainian Engineering Pedagogics Academy. The study involved applicants for education in the area 05 Social and Behavioral Sciences of 1, 3 and 5 courses in the number of 244 persons (187 girls and 57 boys). As a diagnostic material we used the questionnaire "Ways to overcome negative situations" and the adaptation questionnaire of academic self-regulation R.M. Ryan and D.R. Connell. Mathematical and statistical methods were applied in data processing. Results. In a pilot study, it was found that the main ways of overcoming negative situations by subjects of educational and professional activities are self-accusations, problem analysis and self-esteem increase. Academic self-regulation is characterized mainly by external and introjective regulation. Conclusions. According to the results of the study of methods to overcome negative situations, it was found that students more often choose coping strategies of self-blame, problem analysis and search for guilty. During their educational and professional activities, students rely on the emotional sphere, which they direct towards themselves or others. At the same time, while analyzing the problem, students try to retire, seek information, find a solution. Academic self-regulation is characterized by external and introjected regulation. All data indicate that subjects of educational and professional activities are capable of self-organizing activities with the help of constructive coping strategies using the development of emotional intelligence for psychological well-being.

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.

Inclusive education as seen by mainstream preschool teachers

2020 ◽  
Vol LXXXI (2) ◽  
pp. 85-98
Author(s):  
Elżbieta Paradowska
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Preschool Teachers ◽  
Preschool Education ◽  
College Level ◽  
Successful Teachers ◽  
Inclusive Preschool ◽  
Teachers Attitudes ◽  
Education Of Students ◽  
Architectural Barriers

Despite the fact that the process of inclusive education implementation has been taking place in Poland for a few years now, it still encounters a lot of obstacles relating to, among other things, the readiness of mainstream settings, including teachers, for inclusion. For this process to be successful, teachers’ attitudes to the idea of inclusive education are also important. The primary purpose of the study was to explore the opinions of mainstream preschool teachers on selected aspects of inclusive education for students with disabilities. The study covered 76 preschool teachers. A diagnostic survey was used in the study. The findings showed that mainstream preschool teachers (generally) supported the idea of inclusive education for students with disabilities to a small extent only (i.e., a little bit below the average). This opinion correlated positively with a sense of readiness for specific tasks relating to the education of students with disabilities and providing it in an educational setting as well as with having formal teacher education in this area. The study also showed that mainstream preschool teachers were relatively most favorably inclined (however, only around the average) toward inclusive preschool education for students with mild intellectual disabilities, and least favorably - for students with multiple disabilities and blind students. The findings confirmed the reports found in the literature regarding significant gaps in preparation for tasks relating to the education of students with disabilities felt by mainstream preschool teachers. They also confirmed the fact that the vast majority of teachers saw many obstacles to the implementation of inclusive education in preschool, in particular relating to: specialists (mainly lack of specialists), too large preschool groups, and school space (mainly architectural barriers). Moreover, the findings showed that only a small number of teachers saw advantages of inclusive education - subject to specific conditions, though. The study findings suggest that it is necessary to provide more effective, specialist support for mainstream preschool teachers in their work with students/children with disabilities and to introduce changes in preschool teacher training at the college level.

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 A Study of Pedagogical Conditions of Realization of Inclusive Education in Universities

2015 ◽  
Vol 20 (2) ◽  
pp. 5-15 ◽  
Author(s):  
V.V. Volkova ◽  
E.V. Mihalchi
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education System ◽  
Educational Institutions ◽  
Higher Education System ◽  
Theoretical Structure ◽  
Education Of Students

The article provides a classification of pedagogical conditions of realization of inclusive education in the higher education system and their analysis in six universities in Moscow. The study involved 212 students from 1 to 4 year studying in different majors and levels of training. The study was conducted by surveying. To study the teaching conditions two groups were identified in a contingent of students: students with disabilities, and without deviations in health. For the analysis of the data we used correlation and factor analysis. The results of the study confirmed the theoretical structure of the classification and showed differences in the estimates of pedagogical conditions of implementation of inclusive education of students with disabilities, and without them. The theoretical framework for the analysis and classification can be used in practice for the study of pedagogical conditions of implementation of inclusive education in educational institutions of different tupes.

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