scholarly journals Activating model of professional training of persons with disabilities as competitive specialists in higher education establishment

2021 ◽  
Vol 7 (3A) ◽  
pp. 235-244
Author(s):  
Tatyana I. Bonkalo ◽  
Svetlana V. Shmeleva ◽  
Veronika V. Nazarenko ◽  
Vladimir Yu. Karpov ◽  
Nikita V. Logachev ◽  
...  
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Professional Training ◽  
Scientific Information ◽  
Cognitive Activity ◽  
Persons With Disabilities ◽  
Student Groups ◽  
Formative Experiment ◽  
And Control ◽  
Experimental Group

The purpose of the study is Assess the effectiveness of an activating model of vocational training at a university for persons with disabilities as competitive specialists. The developed model was implemented in a formative experiment that lasted from 2014 to 2018 – from the 1st to the 4th year of higher education programs in different training areas. The experimental group consisted of 18 inclusive student groups, where 416 students graduated in 2018, 71 were graduate students with disabilities. The proof of the effectiveness of the developed model is the fact that the percentage distribution of students with disabilities, who made up the experimental and control groups, according to the levels of their academic, practical, and personal readiness, significantly differed from each other by the end of the experiment. The variety of teaching methods, the alternation of traditional, standard methods with methods of activating cognitive activity, even without the use of special technical means, determine the success of memorizing educational and scientific information by persons with disabilities.

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 PECULIARITIES OF PROFESSIONAL PREPAREDNESS OF PERSONS WITH DISABILITIES AS COMPETITIVE SPECIALISTS

2020 ◽  
pp. 168-175
Author(s):  
Татьяна Ивановна Бонкало ◽  
Светлана Васильевна Феоктистова ◽  
Светлана Васильевна Шмелева ◽  
Никита Вячеславович Логачев
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Graduate Students ◽  
Students With Disabilities ◽  
Professional Training ◽  
Educational Institutions ◽  
Institutions Of Higher Education ◽  
Persons With Disabilities ◽  
Low Degree ◽  
High Degree

Рассматривается проблема профессиональной подготовки обучающихся с ограниченными возможностями здоровья (ОВЗ) как конкурентоспособных специалистов. Представлены результаты эмпирического исследования, проведенного в течение четырех лет в 12 вузах России и ориентированного на выявление особенностей профессиональной подготовленности выпускников образовательных организаций высшего образования, имеющих ограниченные возможности здоровья, как конкурентоспособных специалистов. На основании результатов теоретического анализа авторы разрабатывают критериально-оценочную систему, с помощью которой проводят сравнительный анализ уровня и типа профессиональной подготовленности студентов-выпускников как с ОВЗ, так и без ОВЗ. В результате проведенного исследования авторы приходят к выводу о том, что большинство студентов-выпускников современных вузов с ОВЗ характеризуются трудоспособным типом профессиональной подготовленности, при котором отмечается недостаточно высокая степень их теоретической и практической подготовленности и низкая степень выраженности профессионально важных качеств их личности. Авторы предлагают способы совершенствования системы профессиональной подготовки студентов с ОВЗ как конкурентоспособных специалистов. The article is devoted to the problem of professional training of students with disabilities (HH) as competitive specialists. The article presents the results of an empirical study conducted over four years in 12 universities in Russia and focused on identifying the features of the professional preparedness of graduates of educational institutions of higher education with disabilities as competitive specialists. Based on the results of the theoretical analysis, the authors develop a criterion-evaluative system, with the help of which they carry out a comparative analysis of the level and type of professional preparedness of graduate students with and without disabilities. As a result of the study, the authors come to the conclusion that the majority of graduates of modern universities with disabilities are characterized by an able-bodied type of professional preparedness, in which there is an insufficiently high degree of their theoretical and practical preparedness and a low degree of expression of professionally important qualities of their personality. In conclusion, the authors propose ways to improve the system of professional training of students with disabilities as competitive specialists.

scholarly journals Wheelchair users, access and exclusion in South African higher education

2017 ◽  
Vol 6 ◽  
Author(s):  
Desire Chiwandire ◽  
Louise Vincent
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
South African ◽  
Ad Hoc ◽  
Persons With Disabilities ◽  
Wheelchair Users ◽  
Staff Members ◽  
Leading Role ◽  
South African Universities ◽  
The Right

Background: South Africa’s Constitution guarantees everyone, including persons with disabilities, the right to education. A variety of laws are in place obliging higher education institutions to provide appropriate physical access to education sites for all. In practice, however, many buildings remain inaccessible to people with physical disabilities.Objectives: To describe what measures South African universities are taking to make their built environments more accessible to students with diverse types of disabilities, and to assess the adequacy of such measures.Method: We conducted semi-structured in-depth face-to-face interviews with disability unit staff members (DUSMs) based at 10 different public universities in South Africa.Results: Challenges with promoting higher education accessibility for wheelchair users include the preservation and heritage justification for failing to modify older buildings, ad hoc approaches to creating accessible environments and failure to address access to toilets, libraries and transport facilities for wheelchair users.Conclusion: South African universities are still not places where all students are equally able to integrate socially. DUSMs know what ought to be done to make campuses more accessible and welcoming to students with disabilities and should be empowered to play a leading role in sensitising non-disabled members of universities, to create greater awareness of, and appreciation for, the multiple ways in which wheelchair user students continue to be excluded from full participation in university life. South African universities need to adopt a systemic approach to inclusion, which fosters an understanding of inclusion as a fundamental right rather than as a luxury.

scholarly journals EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF PEDAGOGICAL CONDITIONS FOR INTENSIFYING THE EDUCATIONAL ACTIVITY OF FUTURE TEACHERS-ENGINEERS OF COMPUTER PROFILE IN PROFESSIONAL TRAINING

2020 ◽  
pp. 30-37
Author(s):  
Olha YESIPOVA ◽  
◽  
Mykhailo MEDVID ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Educational Activity ◽  
Internal Quality ◽  
Control Group ◽  
Future Teachers ◽  
Educational Activities ◽  
Experimental Group

Responding to identified shortcomings is components of the internal quality assurance system of a higher education institution. A study of the educational activities of future teachers-engineers of computer profile found that most students are not going to devote their career to teaching, thus preferring engineering. Undoubt- edly, higher education institutions must respond to the requests of stakeholders, especially those seeking higher education. On the other hand, there are requests from employers (educational institutions) for teachers-engineers of computer profile. Therefore, further research was aimed at enhancing cognitive activity primarily by increasing motivation for pedagogical activity. Methods: pedagogical experiment. Results. An experimental test of the effectiveness of pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile in professional training. Originality. The results of the study testify to the effec- tiveness of certain pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile: changes of external motivation to internal will take place if the information and communication technologies are introduced into educational process of studying peda- gogical disciplines; change of position in the educational activity of future teachers-engineers of computer profile in the study of pedagogical disciplines will take place under the condition that students apply a project approach to the organization of their own educational activity; intensification of educational activity due to its correc- tion in future teachers-engineers of computer profile in the process of operative feedback at each stage of educational activity. Comparative analysis of experimental data shows an increase in the percentage of students of the experimental group compared to the control group with a high level of educational activities of future teachers-engineers of com- puter profile in the study of pedagogical disciplines for a stable active position of educational activity – by 34%, internal motivation to study – by 32%, by the ability to plan and organize their own educational trajectory – by 32%, by academic performance – by 25%). When comparing the results before and after the ex- periment: in the control group the empirical values of the criterion χ2 are less than critical, the characteristics of the compared groups coincide at the level of significance of 0.05; in experimental group the empirical values of the criterion χ2 are greater than the critical one, the signifi- cance of the difference in the characteristics of the com- pared groups is 95%.

scholarly journals TEST MONITORING OF THE SPEECH COMPETENCE OF STUDENTS OF MODERN HIGHER EDUCATION INSTITUTIONS

ScienceRise ◽  
2020 ◽  
Vol 2 ◽  
pp. 52-60
Author(s):  
Valentyna Vitіuk ◽  
Nadiia Skrypnyk ◽  
Ivan Khomiak
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Scientific Intelligence ◽  
Educational Process ◽  
Spelling Test ◽  
Product Test ◽  
Scientific Results ◽  
And Control ◽  
Technological Product

The object of research is the process of forming the spelling competence of future teachers of the New Ukrainian School. Investigated problem. The spelling competence of students of higher education institutions as a component of linguistic and communication competence is presented in the article. The problem of the formation of linguistic and communicative competence, in particular spelling, is of particular relevance in connection with the introduction of the new edition of Ukrainian spelling. In the context of current requirements for the professional training of future specialists of the New Ukrainian School, the role of test monitoring as a form of diagnostics and control of spelling and punctuation literacy of higher education students is increasing, which allows to objectively evaluate the spelling of students’ skills, improve the organization of educational activities and in modern universities. The main scientific results. A brief overview of the history of testing use in the educational process is provided in scientific intelligence. The positive and negative factors of the introduction of testing in the process of studying the spelling material of modern Ukrainian literary language are determined. Guidelines for the development of spelling test tasks in modern Ukrainian have been made. The article proposes test tasks of closed and open forms for monitoring the spelling knowledge, abilities and skills of students of institutions of higher education after studying the topic «Letter doubling». The field of practical use of research results. The results of the study can be used by teachers of higher education who are working on the problem of formation and improvement of spelling literacy of applicants for higher education institutions, as test monitoring allows promptly checking students’ educational achievements, determining how thoroughly and correctly each student has mastered one or another spelling knowledge, skills. Innovative technological product. Test tasks of closed and open forms on the theme «Letter doubling» are developed. Scope of innovative technological product. The methodical recommendations for the development of spelling tests of modern Ukrainian language, the proposed test tasks on the subject of «Letter doubling» can be applied in the study of such subjects as «Modern Ukrainian language with a practicum», «Practice in Ukrainian spelling» for students of specialty 013 «Primary education», 014 «Secondary education», specialization «Ukrainian language and literature» of higher education institutions.

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.

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 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 Accessibility of Microsoft Teams and Moodle Services for the Implementation of E-Learning for Students with Disabilities in Institutions of Higher Education in Ukraine

2021 ◽  
pp. 33-42
Author(s):  
Oksana Khomik ◽  
Nataliia Bielikova ◽  
Svitlana Indyka ◽  
Oksana Kovalchuk ◽  
Viktor Halan-Vlashchuk
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Physical Education ◽  
Students With Disabilities ◽  
Psychological Adaptation ◽  
Educational Process ◽  
Institutions Of Higher Education ◽  
Persons With Disabilities ◽  
Adaptive Physical Education ◽  
E Learning

The current study investigates the ways to increase accessibility to higher education for students with disabilities. The importance of implementation e-learning for such students as one of the preconditions for effective social and psychological adaptation and further successful integration of persons with disabilities into society is emphasized. A survey of students with disabilities was conducted to identify their needs in educational process. The main difficulties that they overcome in the process of education in institutions of higher education are identified. The main peculiarities and advantages of the distance learning course «Adaptive Physical Education» are described created in the Moodle system. The differences and benefits of Microsoft Teams over the Moodle platform in the process of e-learning for students with disabilities are described. The process of organizing of «Adaptive Physical Education» distance learning course for students with disabilities on the Microsoft Teams platform and the purpose of implementation it in the institution of higher education are emphasized.

scholarly journals Pursuing Inclusive Higher Education in Egypt and Beyond through the Convention on the Rights of Persons with Disabilities

2018 ◽  
Vol 6 (4) ◽  
pp. 230-240
Author(s):  
Janet E. Lord ◽  
Michael Ashley Stein
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Field Work ◽  
Academic Programs ◽  
Public Higher Education ◽  
Persons With Disabilities ◽  
The Individual ◽  
Education Courses

Inclusive higher education is elusive for students with disabilities, especially in developing countries. The adoption and rapid ratification of the Convention on the Rights of Persons with Disabilities (CRPD) provides, if applied as its drafters intended, a “whole of institution” framework for its realization (CRPD Committee, 2016). Myriad legal, attitudinal, physical, and communication-based barriers limit or exclude participation. The individual impact of such discrimination is clear and carries lifelong consequences. Equally endemic are the broad societal and pedagogical effects of this exclusion. To illustrate: preventing persons with disabilities from Teacher Education courses impacts inclusive education in primary and secondary education; barring people with disabilities from academic programs in the sciences stifles innovation in assistive technology, health, and rehabilitation; and limiting access to studying the humanities hampers the emergence of disability studies as a rightful discipline. This article presents a framework for inclusive higher education in developing countries as contemplated by the CRPD. In doing so, we draw on field work conducting the first assessment of the accessibility of Egyptian public higher education to students with disabilities. We outline lessons that can be learned and pitfalls to be avoided both in Egypt and indeed for other countries in the Global South.

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