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.

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

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

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

scholarly journals 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 Universitas Inklusif: Kisah Sukses atau Gagal?

INKLUSI ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. 293
Author(s):  
Arif Maftuhin ◽  
Siti Aminah
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Study Time ◽  
The State ◽  
Tracer Study ◽  
Online Surveys ◽  
Face To Face ◽  
Essential Questions ◽  
Objective Indicators

This article aims to answer one of the essential questions in the implementation and promotion of inclusive education in Indonesia, particularly inclusive higher education. Referring to the case of the State Islamic University (UIN) Sunan Kalijaga Yogyakarta, this research seeks to show the success of inclusive education in higher education through a career tracking (tracer study) of alumni with disabilities who graduated between 2011-2018. Data were collected through online surveys and interviews, either face-to-face or distance ones, to answer subjective and objective indicators of alumni success. This study found that students with disabilities were successfully studying at UIN Sunan Kalijaga. Their study time is relatively average (8-10 semesters). The alumni with disabilities have also succeeded in finding decent jobs matching to their diplomas and obtained satisfaction in terms of careers and income.[Artikel ini bertujuan menjawab salah satu pertanyaan penting dalam implementasi dan promosi pendidikan inklusif di Indonesia, khususnya dalam pendidikan tinggi inklusif. Dengan mengambil kasus Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta, penelitian ini membuktikan keberhasilan pendidikan inklusif di perguruan tinggi melalui pelacakan karier (tracer study) para alumni difabel yang telah diluluskan UIN Sunan Kalijaga sejak 2008-2018. Data dikumpulkan melalui survei daring dan wawancara, baik secara tatap muka atau jarak jauh, untuk menjawab indikator-indikator subjektif dan objektif keberhasilan dan kegagalan alumni. Penelitian menunjukkan bahwa pada saat kuliah para difabel telah berhasil menjalani proses kuliah di UIN Sunan Kalijaga dengan baik. Waktu tempuh belajar mereka relatif normal dan beberapa pengecualian dapat menyelesaikan studi dengan cepat (tujuh semester). Para alumni juga berhasil memperoleh pekerjaan yang layak, sesuai ijazah, dan mendapatkan kepuasan dalam hal karier dan penghasilan.]

scholarly journals Social quotas, affirmative actions, and dropout in the Business field: empirical analysis in a Brazilian federal university

2016 ◽  
Vol 28 (73) ◽  
pp. 27-42 ◽  
Author(s):  
Larissa Couto Campos ◽  
Thalyson Renan Bitencourt Machado ◽  
Gilberto José Miranda ◽  
Patrícia de Souza Costa
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Scientific Literature ◽  
Education Institution ◽  
Dropout Rate ◽  
Dropout Rates ◽  
Economic Losses ◽  
Public Higher Education ◽  
Social Cooperation ◽  
First Semester

ABSTRACT Rawls' Justice Theory establishes that a fair society must allow less advantaged people to have access to the benefits of social cooperation. In this line of thought, the affirmative actions established by Law 12,711/2012 aim at promoting inclusive education in Higher Education. Evaluating the performance of affirmative actions, specifically their impact on the dropout level, has been a theme of debate in scientific literature. Besides representing a personal frustration, dropout is associated with significant academic, social, and economic losses. In this context, this research aims at analyzing whether the adoption of affirmative actions, as established by Law 12,711/2012, affects the dropout rates of students in Accounting Sciences and other courses in the Business field. The study was conducted through documentary research in a Brazilian public Higher Education institution (HEI). The results of binomial analysis showed that out of the 2,418 students who entered in the first semester of 2013, 520 (22%) dropped out from university until the end of the first semester of 2014. It was found that the dropout rate among entrants in the Business field, either through broad competition or using the system of quotas, was 29%. In the course of Accounting Sciences, the dropout rate among entrants admitted through broad competition was 25% and using the system of quotas it was 23%. Contrary to other investigations, this study found that there is no statistical difference between the dropout rates among entrants in the Business and Accounting Sciences fields through broad competition and quotas, suggesting that affirmative actions do not affect significantly the dropout rates.

scholarly journals Scientific research and training of foreign languages in universities in Vietnam today

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Nguyen Quang Thuan
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Questionnaire Survey ◽  
Scientific Research ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
Face To Face ◽  
Comprehensive Picture ◽  
And Training

This research aims to describe the situation of scientific research and the teaching of foreign languages ​​in universities. A questionnaire survey and a series of face-to-face interviews were conducted with a sample of 488 foreign language teachers from 201 universities. The research results describe a comprehensive picture of the training and scientific research related to the teaching of foreign languages ​​in higher education institutions in Vietnam.

scholarly journals Socio-Psychological Technologies to Promote the Employment of Students with Disabilities Studying at the University

2021 ◽  
Vol 20 (2) ◽  
pp. 37-44
Author(s):  
Elena G. Babich ◽  
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Practical Work ◽  
Creative Potential ◽  
Professional Orientation ◽  
The University ◽  
Motivation To Work

This article presents an analysis of socio-psychological technologies and practical work on the problems of motivation to work and the promotion of employment of students with disabilities and health limitations throughout their studies at the university. The author describes various technologies for accompanying students at the university, from professional orientation to employment, focusing on the most successful practices. Offers practical solutions to improve the technologies of higher inclusive education, to create equal conditions for students with disabilities and people with disabilities in realizing their creative potential, in socialization, employment and entrepreneurship, in promoting the sociopsychological adaptation of students with disabilities in labor motivation and employment throughout training at the university.

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