scholarly journals HIGHER EDUCATION OF STUDENTS WITH DISABILITIES AT THE UNIVERSITY: GENERALIZATION OF EXPERIENCE

2021 ◽  
pp. 76-89
Author(s):  
Оксана Кравченко ◽  
Наталія Коляда ◽  
Інна Молоченко
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Action Plan ◽  
Educational Process ◽  
Inclusive Development ◽  
Rehabilitation Service ◽  
Persons With Disabilities ◽  
State Pedagogical ◽  
The University

The article reveals the experience of the Pavlo Tychyna Uman State Pedagogical University in the context of organizing the educational process with applicants for higher education with special needs. Attention is focused on educational-rehabilitation and social-educational support of applicants for higher education with special needs. It is noted that the provision of education and social development of applicants of  this category is based on the principle of “equal rights at equal opportunities”, and the level of education is an indicator of the priority of universal values and the achieved level of inclusive development. The priority directions of the university activity in the context of introduction of inclusive education are characterized: creation of an inclusive educational space; removal of mental barriers on the way to higher education; training all participants in the best ways to maintain diversity; development of communication culture in the team (оrganizational culture);  formation of a perspective of the team and social partners on the nature and feasibility of inclusive development of higher education; formation of inclusive competence of teachers; development of inclusive competence of applicants; acquisition of information about the main difficulties in learning and life of applicants for higher education with special needs; conducting classes that are clear to all (educational policy); overcoming the social and psychological barriers to access to inclusive education for young people with special needs; formation of mutual assistance skills in the student body; formation of skills of applicants’ inclusion  in the micro-society of HEI; formation of skills of inclusion of students in the sphere of public life (іnclusive practice). The work of the Research Laboratory of Inclusive Pedagogy (Faculty of Preschool and Special Education) and the Center for Social and Educational Integration and Inclusive Rehabilitation and Social Tourism “Without Barriers” (Faculty of Social and Psychological Education) іs analyzed. Significant achievements in the field of student research are presented. The results of the First International Scientific and Practical Symposium on “Actual Problems of Implementing Inclusive Rehabilitation and Social Tourism in Ukraine” which was held in Pavlo Tychyna Uman State Pedagogical University were presented,  one of which is a plan for the implementation of Inclusive Rehabilitation and Social Tourism in Ukraine as a social and rehabilitation service and its testing in Cherkasy region as a pilot region in the framework of the National Action Plan for the implementation of the UN Convention on the Rights of Persons with Disabilities. The implementation of the program of the Center “Discovering the world together” is presented, the main purpose of which is the cultural and emotional development of young person, his formation on the path to self-improvement as well as the Student Bureau of Inclusive Tourism, one of the main purpose of this type of activity is to create routes for inclusive tourism in Cherkasy region. The prospects of the university's activity with students with special needs are defined.

scholarly journals Blended Learning Environments in Inclusive Education at the University

2020 ◽  
Vol 15 (21) ◽  
pp. 145
Author(s):  
Yaqun Zhang ◽  
Fayruza Rebrina ◽  
Fairuza Sabirova ◽  
Julia Afanaseva
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Inclusive Education ◽  
Educational Process ◽  
Digital Learning ◽  
Education Development ◽  
Current State ◽  
The University ◽  
Digital Learning Environments

The modern education system in most countries is built on providing equitable education opportunities to all people, regardless of the limitations they have. There are no significant problems in primary and secondary inclusive education, while most traditional higher education models are not sufficiently adapted to the needs of people with learning disabilities. Thus, it has been replaced by a blended learning model built on new digital learning environments in recent years. The aim of the article is to study the blended learning environment of inclusive educa-tion systems in China and Russia. The article presents the findings of a “The Global Learner Survey”, conducted on behalf of Pearson in May 2019 by The Harris Poll. The survey involved over 11,000 learners aged 16-70 across nine-teen countries. Additionally, statistics on the higher education development in Russia and China were used. The analysis of the current state of higher education in Russia and China, as well as the development of a blended learning environ-ment, shows the positive effect as that it allows students with limited educational opportunities to integrate into the educational and public life of the university and implement all types of rehabilitation along with the educational process.

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 Socialization of Young People with Special Educational Needs

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

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

scholarly journals Adaptation of persons with disabilities to inclusive education in the university as a condition of their successful functioning in the labour market

2019 ◽  
pp. 130-136
Author(s):  
E. V. Gurova ◽  
N. I. Laas ◽  
A. V. Pritolyuk ◽  
I. A. Romanova
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Inclusive Education ◽  
Education System ◽  
Educational Environment ◽  
Persons With Disabilities ◽  
Higher Education System ◽  
Basic Concepts ◽  
The University

The main way to implement this principle of equality in the education of persons with disabilities and persons with disabilities (HIA) is now inclusive education at all levels of education throughout life. The basic concepts related to disability, integration of persons with disabilities into society, educational environment have been highlighted in the article, the differences in the understanding and interpretation of these concepts have been shown. The factors of adaptation of students with invalidity and disabilities have been disclosed. The formation of an inclusive educational environment in the University is impossible without improving the management of inclusive education in higher education system.

scholarly journals Development of Inclusive Education and Theoretical Concept of Values in the Higher Education System (cross-case analysis)

2021 ◽  
Author(s):  
Gvanca Chanturia ◽  
Khatia Khatiashvili
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Education System ◽  
Complete Solution ◽  
Case Analysis ◽  
Educational Process ◽  
Special Equipment ◽  
Late 20Th Century ◽  
Persons With Disabilities ◽  
Cross Case Analysis

The study of inclusive education has an early history in EU countries. It has gone through many stages in its formation from ancient times to the present day. At first the persons with disabilities were excluded from society, but today almost every country in the world agrees, that people with disabilities should live integrated in our society as it is possible. Therefore, we decided to conduct a cross-case analysis on the example of two European countries – France and Sweden.Involving persons with special educational needs in the educational process of HEI on the example of inclusive education model is not an easy process. It requires the development and application of new regulations at both, theoretical and practical levels.Authorities were interested in the problem of access to the HEI primarily in the late 20th century. However, this was accompanied with many problems. This led the public to think about who could get a higher education and who could not. It was necessary to train staff and administration, to equip universities with special equipment and prepare textbooks. This is still in the process of refinement, as not all countries can boast of a complete solution to this problem. Much has been done, but much more remains to be done.An important element in the education system is still the school, the basic level. Students come from school and get the bulk of their education there. It is noteworthy, what they got from school and what we could give them in the high school.

scholarly journals Organizational Features of Inclusive process of Teaching Students with Disabilities according to Adapted Basic Professional Educational Programs at the University

2021 ◽  
pp. 44-50
Author(s):  
A.G. Stanevsky ◽  
◽  
T.A. Guzeva ◽  
V.M. Krikun
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Programs ◽  
Educational Process ◽  
Inclusive Process ◽  
Education Programs ◽  
Successful Employment ◽  
Organizational Features ◽  
The University

Researched is the problem of developing inclusive Higher education with an emphasis on the success of its completion and subsequent effective employment of graduates is very urgent. Today the number of students with disabilities requiring such training is estimated in the thousands. The accumulated experience of inclusive education confirms that vocational education, including higher education, provides the best vocational rehabilitation and subsequent successful employment of people with disabilities in the labor market. A key contribution to solving this problem is made by universities that create adapted educational programs for this category of students. The article summarizes the experience of the Bauman University on the creation of adapted basic professional educational programs for students with disabilities. The features of the organization of the inclusive educational process of learning, the features of the development and implementation of its methodological support: curricula, calendar educational schedules, competency matrices, work programs of disciplines and practices, assessment and other teaching materials are analyzed. The development and institutionalization of adoptive basic professional educational programs allows the university to pursue a targeted policy of attracting students with disabilities to higher education and ensures the success of mastering professional higher education programs approaching 90%, with 100% successful subsequent employment of graduates.

Methodological Support of Readiness Formation of Future Teachers for Inclusion

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

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

scholarly journals IMPLEMENTATION OF INCLUSIVE EDUCATION IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE

2021 ◽  
pp. 5-7
Author(s):  
Svitlana Balashova
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Inclusive Education ◽  
Necessary Conditions ◽  
Higher Education Institutions ◽  
Educational Environment ◽  
Educational Process ◽  
Information Support ◽  
Persons With Disabilities ◽  
Foreign Experience

Inclusive education is mostly implemented in secondary education institutions. Only in some Ukrainian higher education institutions have steps been taken towards the integration of persons with disabilities into the educational environment. The basic normative legal acts of Ukraine, which regulate a right for persons with disabilities on higher education, are worked out. The dynamics of quantity of persons with disability, who study in higher educational establishments of Ukraine, is analysed. Foreign experience of creation of necessary conditions for the studies of such categories of citizens is investigated. Directions of increasing opportunities of pursuing higher education by persons with disabilities are offered. The effectiveness of the implementation of inclusive education depends on many factors – first of all, on the perfection of the regulatory framework, information support, scientific, educational and methodological, personnel, logistics of the educational process.

scholarly journals Evaluasi Terhadap Penerapan Desain Aksesibilitas Untuk Disabilitas Fisik di Fakultas Industri Kreatif Universitas Telkom

Arsitektura ◽  
2021 ◽  
Vol 19 (2) ◽  
pp. 263
Author(s):  
Widyanesti Liritantri ◽  
Andreas Dwiputro Handoyo ◽  
Kristal Puan Bazukarno ◽  
Leandro Krista Arnita
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
University Campus ◽  
Students With Special Needs ◽  
Persons With Disabilities ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
The Right ◽  
The University ◽  
Article 5

<p class="Abstract"><em>To have an education is the right of Indonesian citizens, including persons with disabilities. Likewise, it is stated in Ministry of PUPR Article 10 of Law no. 8/2016 and from Article 5 of the Regulation of the Menristekdikti 2017, where university have to provides facilities and infrastructure according to the needs of students with special needs.</em> <em>The Lack of the facilities for disabled person in the higher education, caused only 5 % from 10,8 million with dissabilities gain  degree from the universities. Therefore, </em><em>Telkom University as an institution need to consider in providing higher education that can meet this needs.</em> <em>This research is expected to provide an overview for the development of design accessibility at the FIK Telkom University campus for them to get in the future. The method used is  qualitative descriptive approach. The result is FIK Telkom university have not meet the standard from </em><em>Persyaratan Kemudahan bangunan Gedung PUPR</em><em> </em><em>and also ADCET. Whether Telkom University wants to be an inclusive campus, the university have put big effort in the inter-way access and also the inter-floor access, and most of the facilities needed to be improved considering to providing all facilities for the student with special needs. </em></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.

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