INCLUSION AND ATTITUDE TOWARDS EDUCATION OF ART STUDENTS

2020 ◽  
Vol 1 (4) ◽  
pp. 175-188
Author(s):  
V. S. Sobkin ◽  
◽  
A. V. Sobkina ◽  
T. A. Lykova ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Structural Analysis ◽  
Students With Disabilities ◽  
Fine Arts ◽  
Social Activity ◽  
University Education ◽  
Survey Method ◽  
Art Students ◽  
Theater Music ◽  
Study Results

The article presents the study results of the characteristics of the attitude of students with disabilities and students with preserved health to higher education in the field of culture. Motivation for higher education and requirements to its content, as well as results of the structural analysis of the aims and motives for higher education are considered. Answers of students with preserved health and students with various types of disabilities are compared, also age dynamics and answers of students of different faculties (theater, music, fine arts) are analyzed. The study involved 167 RGSAI students, 98 of them — with preserved health and 67 — with disabilities. Questionnaire survey method was used; the results were processed by mathematical statistics methods. It is shown, that with age students undergo a restructuring of educational motivation from social desirability to personification, the desire to develop their own abilities. It is revealed, that for students with disabilities the meaning of studying at a university to a much greater extent, in comparison with students with preserved health, is to develop their abilities and opportunities for socialization. For healthy students the priority is to become a specialist in a particular field in order to subsequently have a high-paid job. For students with disabilities university education is an important institution of socialization and a platform for their social activity. Structural analysis identified the basic semantic modalities that determine the differences in students' motives and goals for obtaining higher education.

scholarly journals Features of Relations with Teachers in Students with Disabilities in higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 40-53
Author(s):  
V.S. Sobkin ◽  
T.A. Lykova ◽  
A.V. Sobkina
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Fine Arts ◽  
Negative Attitude ◽  
Well Being ◽  
Good Health ◽  
Value Orientations ◽  
Theater Music ◽  
Education Professional ◽  
The University

The article deals with the peculiarities of relations with teachers among students with preserved health and students with disabilities. It is assumed that students with disabilities and students with preserved health have specific features in their relationships with teachers. Sample: 167 students, 98 of them – with good health and 67-with disabilities (hearing, vision, etc.). The study was conducted on the basis of the RSSAI with students of all faculties (theater, music, fine arts). Methodology: the author's questionnaire on the study of various aspects of the attitude to education (professional plans, socio-psychological well-being, motivation of training, attitude to the content of education, socio-psychological relations within the university with teachers and other students, value orientations in the field of art culture, etc.). It is shown that when there are conflicts with teachers, students with preserved health do not transfer them to the attitude to the academic subject, while students with disabilities conflict with the teacher provokes a negative attitude to the course. It was revealed that among students with disabilities, almost one in ten believes that problems in understanding the educational material are due to the peculiarities of their health, with age the share of such responses increases. It was found that among students with disabilities a higher proportion of those who seek informal communication with teachers, which confirms the importance of higher education as an institution of socialization and a source of experience of social interaction.

scholarly journals Kebijakan Perguruan Tinggi Negeri Yogyakarta Terhadap Penyandang Disabilitas

1970 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Akhmad Soleh
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Learning Process ◽  
Public Universities ◽  
University Education ◽  
Equal Access ◽  
State University ◽  
Research Findings ◽  
Physical Limitations ◽  
Teaching Learning

This study discusses the accessibility of university education in the four public universities in Yogyakarta; Indonesian Arts Institute (ISI), University of Gajah Mada (UGM),Yogyakarta State University (UNY), and State Islamic University (UIN) Sunan Kalijaga. Upto now, the disability groups have not got an equal access and the opportunity in a higher education. There are only a few students with disabilities that are accepted in Universities in Indonesia, because of physical limitations that would interfere the teaching-learning process in their classrooms. The research findings showed that the education systems in the UGM, Yogyakarta State University, and the ISI have a system of “integration”, while at UIN has led to the inclusion system, that is “accommodative” and has the ability to service for persons with disabilities.Penelitian ini membahas tentang aksesibilitas pendidikan di perguruan tinggi di empat perguruan tinggi negeri di Yogyakarta; yaitu Institut Seni Indonesia (ISI), Universitas Gajah Mada (UGM), Universitas Negeri Yogyakarta (UNY), an Universitas Islam Negeri (UIN) Sunan Kalijaga. Sampai saat, kelompok masyarakat yang menyandang disabilitas masih belum memperoleh persamaan dan kesempatan dalam mengakses pada pendidikan tinggi. Hanya sedikit mahasiswa penyandang disabilitas yang diterima pada Perguruan tinggi di Indonesia, karena keterbatasan fisik yang akan mengganggu proses belajar-mengajar di kelasnya. Hasil penelitian menunjukkan baha pendidikan di UGM, UNY, dan ISI memiliki sistem “integrasi”,sedangkan di UIN telah memiliki sistem inklusi, yang “akomodatif”, dan mampu memberi layanan mahasiswa penyandang disabilitas.

scholarly journals The Reality of the organizational creativity among administrators in Kuwaiti Higher Education Institution in light of contemporary global trends- A Field Study on the workers in Kuwaiti higher Education Institution\ Kuwait -: واقع الإبداع التنظيمي لدى الإداريين في مؤسسات التعليم العالي الكويتية في ضوء الاتجاهات العالمية المعاصرة – دراسة ميدانية على العاملين في مؤسسات التعليم العالي الكويتية / الكويت

2020 ◽  
Vol 4 (20) ◽  
Author(s):  
Fawaz Dheem Al-Rasheedi
Keyword(s):  
Higher Education ◽  
Creative Process ◽  
Education Institution ◽  
Survey Method ◽  
Average Score ◽  
Higher Education Institution ◽  
Global Trends ◽  
Organizational Creativity ◽  
Study Results ◽  
Fair Degree

The study aimed at finding out the reality of the organizational creativity among administrators in Kuwaiti Higher Education Institution in light of contemporary global trends, the survey method was used, and the questionnaire was the study tool, the study sample consisting of (185) Administrative, the study results showed that the degree of appreciation and the reality of the organizational creativity among administrators in Kuwaiti Higher Education Institution in light of contemporary global trends from the standpoint of the study sample was a fair degree at an average score(3.35 From 5), the affiliation field came first, It is followed by the use of information technology, Hence strategic planning, encouraging creativity and development, The researchers recommend the need to pay attention to the creation of the creative process in higher education institutions by encouraging workers to think creatively and adopt creative ideas.

RELATIONSHIPS WITH PARENTS AS A PSYCHOLOGICAL RESOURCE IN OBTAINING HIGHER EDUCATION IN THE ARTS FOR STUDENTS WITH DISABILITIES

2021 ◽  
Vol 1 (1) ◽  
pp. 184-196
Author(s):  
V. S. Sobkin ◽  
◽  
Lykova T. A. ◽  
Sobkina A. V. ◽  
◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Interpersonal Communication ◽  
Professional Education ◽  
Role Models ◽  
Professional Training ◽  
Fine Arts ◽  
Theater Music ◽  
Psychological Resource ◽  
The Arts ◽  
Higher Professional Education

The article presents the results of a questionnaire survey of RGSAI students with and without disabilities, devoted to the peculiarities of their relationships with their parents. In the microsocial environment of students, the questions about significant others ("role models"), the characteristics of the relationships and the meaningful features of students' communication with their parents are analyzed. The opinions of students with preserved health and students with different types of disabilities are compared; both age dynamics of responses and opinions of students of various faculties (theater, music, fine arts) are considered. The study involved 167 students of The RGSAI, 98 of them with preserved health and 69 with disabilities. The results were processed using the methods of mathematical statistics. It is shown that psychological support from parents of students with disabilities is an important socio-psychological resource that affects the success of their higher professional education. It was found that the nature of relationships with parents is markedly different for students with disabilities and students with preserved health. The content features of changes in parental position at different stages of students' education are reviewed: from parents' encouragement of life success to their performance of compensatory supporting function. There are four generalized objections that characterize the specifics of parental attitude, which allowe to determine the uniqueness of parental position depending on the state of health and the direction of students' professional training. Analysis of the thematic features of interpersonal communication between students and their parents indicates the high involvement of parents of students with disabilities in educational activities, as well as in socio-psychological relations of students with teachers and fellow students. Such parental involvement is regarded as a kind of "social capital" of a student with disabilities.

University education of students with disabilities with the example of Pope John Paul II State School of Higher Education in Biała Podlaska

2020 ◽  
Vol LXXXI (2) ◽  
pp. 108-119
Author(s):  
Joanna Waszczuk ◽  
Helena Konowaluk-Nikitin ◽  
Ewa Pawłowicz-Sosnowska
Keyword(s):  
Higher Education ◽  
University Students ◽  
Students With Disabilities ◽  
People With Disabilities ◽  
University Education ◽  
School Level ◽  
State School ◽  
Pope John Paul Ii ◽  
John Paul Ii ◽  
Central Statistical

Interest in the problem of the participation of people with disabilities in public, social, professional and, in particular, educational life has increased over the past few years both worldwide and in Poland. The literature on the subject includes numerous publications concerning the education of children and youth with disabilities. This is not surprising since education at the primary as well as secondary school level is obligatory in Poland. It is also a condition for taking up higher education. The functioning of students with disabilities in higher education institutions is not so widely commented on in the literature. According to the data by the Central Statistical Office (GUS), the number of university students with disabilities amounted to 22,988 in 2007, and it increased to 31,613 by 2012. However, there has been a decline in the number of university students with disabilities since 2013. There were 28,940 university students with disabilities in 2013, while only 25,121 strived to receive third-level education in 2016, which constituted 1.86% of the total number of students in Poland. The fact that only 4.6% of people with disabilities had third-level education in 2002 is also worth noting. Since 2006, the number of students with disabilities at Pope John Paul II State School of Higher Education in Biała Podlaska has maintained a relatively permanent level of 50 people, representing 1.7% of the total number of students at the school. The objective of the study was to define the specificity of the functioning of the students with disabilities at Pope John Paul II State School of Higher Education in Biała Podlaska in the context of educational conditions offered to them by the school. The findings show that students with disabilities point to their difficult individual situation rather than to the conditions provided by the university as the source of their difficulties in studying.

scholarly journals Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities

2021 ◽  
Vol 18 (21) ◽  
pp. 11667
Author(s):  
Rosa-Eva Valle-Flórez ◽  
Ana María de Caso Fuertes ◽  
Roberto Baelo ◽  
Sheila García-Martín
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Experience ◽  
Global Scale ◽  
University Education ◽  
Special Educational Needs ◽  
University Professors ◽  
Study Results ◽  
Teacher Training Programs ◽  
The Right

The recognition of the right to the inclusion of people with disabilities on a global scale has led to progress in the planning and development of policies and programs among different areas. The present work addresses the accessibility barriers to university education as an opportunity for greater inclusion. Universities must facilitate all students’ physical, curricular, and relational access and comply with a “reasonable accommodation” policy to allow students with disabilities equal opportunities. The aim is to analyze the barriers that hinder educational inclusion. Four factors are explored: the students’ accessibility to facilities and resources; the teachers’ willingness to respond to students with disabilities and special educational needs (SEN); the teachers’ curricular adjustments to meet those needs; the students’ interactions with their peers and professors. We worked with a sample of 201 university professors of teacher training programs in Spain. The results show statistically significant differences in the factors indicated, according to sex, age group, teaching experience, and experience with students who require educational support. According to the study results, a series of recommendations are included to improve the training necessary for university professors to promote inclusive education.

scholarly journals Choice of Professional and Educational Route in High School Students with Disabilities: University Education in the Context of Motivation and Needs

2018 ◽  
Vol 23 (2) ◽  
pp. 42-49 ◽  
Author(s):  
V.Z. Kantor ◽  
A.P. Antropov ◽  
T.G. Gdalina
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Students With Disabilities ◽  
University Education ◽  
Motor Impairments ◽  
School Students ◽  
Special Equipment ◽  
Persons With Disabilities ◽  
The University ◽  
Senior Students

The article presents the results of a questionnaire survey in the context of the idea of continuity of school and university education of persons with disabilities. 90 senior students with visual, hearing and motor impairments were the respondents of the survey. The purpose of the survey was to study the motives, preferences and needs of school graduates among disabled people, which determine the choice of their vocational and educational route. The survey reveals features of motivation for professional choice of various categories of enrollees with disabilities and its informational support; assesses the level of these enrollees needs in helping by career counselors; identifies the preferred forms of higher education by persons with disabilities; characterizes the needs of people with disabilities in special equipment and services in obtaining higher education, as well as in adaptation of educational programs in the university. The resulting practical-oriented conclusions concern both purpose and content of the work with disabled enrollees from among school graduates as well as approaches to the organization of higher education for persons with disabilities.

Inclusion in university contexts and the role of internships in the education of students with disabilities: Critical issues, perspectives and good practices

2021 ◽  
pp. 197-218
Author(s):  
Gigliola Paviotti ◽  
Ilaria D’Angelo ◽  
Simone Aparecida Capellini ◽  
Catia Giaconi
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
University Education ◽  
National Agency ◽  
Persons With Disabilities ◽  
Critical Dimensions ◽  
Life Project ◽  
National Debate ◽  
Critical Issues

The topic of university inclusion is today at the centre of the international and national debate. The reasons are related to a significant increase in the number of students with disabilities enrolled in university, as shown by the first report "Disability, Dsa and access to university education", presented these days by ANVUR (Italian National Agency for the Evaluation of the University system and Research) and CNUDD (National Conference of University Delegates for Disability). From this report, several steps forward for the inclusion of university students emerge, but also several critical dimensions that still require the attention of research and academic policies. This article will examine this issue and focus on exploring one of the critical nodes of university inclusion, namely the role of internships in the educational experience of students with disabilities and in their life project. A growing literature has explored their academic experience; on the contrary, there is little research to date that explores the issues and challenges of a central aspect of the higher education and training pathway, namely internships. Completing the study pathway in higher education is identified as a factor that can impact increasing the social and employment inclusion of people with disabilities (Union of Equality Strategy for the Rights of Persons with Disabilities) and consequent improvement of levels of Quality of Life (Giaconi, 2015). However, one of the main obstacles to obtaining a qualification is the accessibility of internships. This article addresses the meaning and implications of internships for competences' building and insertion into the labour market of disabled graduates. Therefore, it explores the state of play of research, identifies the most critical issues, and reports about the running debate in the field.

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 Interests and attitudes of G.C.E. (A/L) physical science stream students on university education in STEM: A case study in Sri Lanka

2022 ◽  
Vol 10 (1) ◽  
pp. 033-038
Author(s):  
Ashan Induranga ◽  
Kaveendra Maduwantha ◽  
Buddhika Sampath ◽  
Neranga Hettiwatta ◽  
Vimukthi Vithanage ◽  
...  
Keyword(s):  
Higher Education ◽  
Sri Lanka ◽  
Physical Science ◽  
Online Survey ◽  
University Education ◽  
Access To Higher Education ◽  
Academic Quality ◽  
Study Results ◽  
Students Attitudes

Sri Lanka has a free education system that gives access to higher education opportunities through the G.C.E. (Advanced Level) examination to a limited number of students. Students can choose their preferred university course if they have fulfilled the required minimum results for university admission. This paper discusses the general interests and attitudes of a sample of physical science stream students towards university education in STEM as a case study in Sri Lanka. The study has investigated several perspectives of the selected sample of G. C. E. (A/L) students through an online survey that includes questions regarding students' attitudes and perceptions on university education and different STEM-related undergraduate courses. The study has covered several schools of three provinces in Sri Lanka, and some of the investigated results are discussed with respect to the provinces. The results revealed career prospects, the academic quality of the undergraduate courses and the reputation of the university as the most influencing factors for undergraduate course selection in STEM disciplines, while engineering-related undergraduate courses were the most preferred ones among the students. The study results can be an asset to further studies since this topic has been rarely explored in the Sri Lankan higher education context.

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