scholarly journals Personal indicators of academic mobility of students with disabilities in the context of professional training

2021 ◽  
pp. 56-65
Author(s):  
Lyudmila M. Volosnikova ◽  
Evgeny A. Kukuev ◽  
Olga V. Ogorodnova ◽  
Inga V. Patrusheva
Keyword(s):  
Students With Disabilities ◽  
Educational Program ◽  
Professional Training ◽  
Academic Mobility ◽  
Heterogeneous Groups ◽  
External Conditions ◽  
Education Academic ◽  
Education Of Students ◽  
Low Activity ◽  
Personal Education

The openness of a modern university ensures that students from heterogeneous groups are included in education. Academic mobility is a significant trend in the global educational space. The success of the education of students with disabilities is determined by their personal readiness to be active and academically mobile. The authors note a tendency towards the implementation of academic mobility in the process of professional training mainly through the creation of external conditions. At the same time, insufficient attention is paid to the analysis of mobility as a personal education, which determines the weak provision of the mechanisms of its formation, especially among students with disabilities. The purpose of this study is to analyze the personal indicators of academic mobility of students with disabilities based on respondents' portfolios containing information about the facts of academic mobility in the experience of students, a survey about the perceptions and motivation of respondents to implement academic mobility, the Tomsk Rigidity Questionnaire G.V. Zalevsky. The results obtained indicate the low activity of students in educational, scientific activities that go beyond the educational program. At the same time, more than half of the respondents are ready for academic mobility. Comparative analysis of the studied components in the samples of students with health standards and with disabilities showed: lack of expression of rigidity in students with disabilities; correlations between the characteristics of rigidity and disability features; the severity of the components of personal readiness for academic mobility among students with disabilities. The presented results are unique and prove the importance of inclusive transformation of the educational space of universities to ensure the possibility of learning and academic mobility of students of heterogeneous groups.

scholarly journals Education of Students with Disabilities, Science, and Randomized Controlled Trials

2021 ◽  
pp. 154079692110323
Author(s):  
Samuel L. Odom
Keyword(s):  
Students With Disabilities ◽  
Controlled Trial ◽  
Effect Sizes ◽  
Random Assignment ◽  
Randomized Controlled ◽  
School Based ◽  
Efficacy Research ◽  
School Based Interventions ◽  
Education Of Students ◽  
Education Science

The purpose of this article is to examine the application of randomized controlled trial (RCT) methodology for determining the efficacy of school-based interventions in general and special education. In education science, RCTs are widely acknowledged as the gold standard of efficacy research, with other methodologies relegated to a lower level of credibility. However, scholars from different disciplines have raised a variety of issues with RCT methodology, such as the utility of random assignment, external validity, and the challenges of applying the methodology for assessing complex service interventions, which are necessary for many students with disabilities. Also, scholars have noted that school-based RCT studies have largely generated low effect sizes, which indicate that the outcomes of the interventions do not differ substantially from services as usual. The criticisms of RCT studies as the primary methodology in school-based intervention research for students with disabilities are offered along with recommendations for extending the acceptability of a broader variety of research approaches.

Survey Research and Analysis of the Educational Program „Office Business and Documentation Management“, Based on the Content of Module I.: Professional Training in the Croatian State Archives

2020 ◽  
Vol 2020 (2) ◽  
pp. 385-305
Author(s):  
Lana Žaja ◽  
Keyword(s):  
Professional Development ◽  
Survey Research ◽  
Educational Program ◽  
Professional Training ◽  
Educational Programs ◽  
Records Management ◽  
Quality Of Teaching ◽  
State Archives ◽  
Insight Into

The article provides a survey of conducted educational programs „Office administration and records management", based on the content of module I. of the professional training in the Croatian State Archives (hereinafter referred to as HDA), which were held in the period from February 2016 to February 2019. The reason for choosing this exact period lies in the fact that since February 2016 a systematic distribution of anonymous polls to all the participants has begun and those polls have served as a basis for creating a compilation of statistical reports and analysis of data obtained from them. Anonymous polls were first experimentally distributed to participants in November 2015, and they were computer processed to serve as a model of experimentally conducted research based on the content of the module I of professional development in HDA. Survey research covers a period of 36 months, in which 10 courses in the period from February 2016 to February 2019 were held, with a total of 417 participants from all over Croatia. This article is conceptually structured according to the methodology which deals with survey research with a help of statistical methods, and the obtained results aim to improve the quality of teaching, to complete teaching materials and improve the insight into the final outcome of the course and the competencies that participants acquire at the end of the course.

scholarly journals The possible contexts of inclusion and special educational needs in the light of an international research

2021 ◽  
Vol 12 (32) ◽  
pp. 109-129
Author(s):  
Mihály Fónai ◽  
Nóra Barnucz ◽  
Lajos Hüse
Keyword(s):  
Social Support ◽  
Students With Disabilities ◽  
Educational Needs ◽  
Learning Problems ◽  
Subjective Perception ◽  
Special Educational Needs ◽  
Legal Term ◽  
Educational Concept ◽  
Education Of Students ◽  
Segregated Education

The relationship between school integration and special educational needs (hereinafter: SEN) is analyzed in the framework of an international resarch in this study. In the theoretical part the process of segregation, integration and inclusion is introduced, and also the use of the concepts is dicussed. The integration in the school system means the approach and practice against segregated education of students with disabilities with the aim to eliminate segregated education. SEN is not a diagnostic but an educational concept, and the its special pedagogy and legal term do not coincide. The research was extended to Ukrainian (the Transcarparthian n=280), Polish (n=271) and Hungarian students (n=552). The results show that school inclusion and social support are increased by school success. Success can increase the self-esteem of students with learning problems, which co-occures with the subjective perception of increasing social support and decreasing exclusion.

scholarly journals The Difficulties of Adapting the Main Educational Program for University Students with Disabilities Hearing

2017 ◽  
Vol 9 (1) ◽  
pp. 23-37
Author(s):  
A.G. Stanevskiy ◽  
Z.F. Stolyarova
Keyword(s):  
Students With Disabilities ◽  
Normal Level ◽  
Educational Program ◽  
Cognitive Impairments ◽  
Comparative Characteristic ◽  
Universal Method ◽  
Hearing Impairments ◽  
State Technical ◽  
Conceptual Systems ◽  
Disabled Students

The article analyzes in detail various features of how learning process participants interact with each other, as well as classifies possible (observed) impairments of cognitive qualities in students, as compared to the normal level. It also determines and scrutinizes mutual connections between certain impairments, along with their effect on perception during learning. The usage of orientated graphs measuring labour-intensiveness during the acquisition of the main educational program (MEP) provided a comparative characteristic of impaired students’ performance (hearing impairments) as compared to unimpaired ones. The solution that allows for MEP adaptation is presented in the form of courses that accompany every profile discipline, along with special cognitive technologies. The account of minimization or/and compensation of certain cognitive impairments in disabled students, as practiced at Bauman Moscow State Technical University, is given. Generalized goals of accompaniment courses are formulated. The examples are given (based on calculus and geometry courses) of using logical matrixes as a universal method of teaching conceptual systems that involve generic and specific relations. The accompaniment courses are shown to meet the metasubjective requirements. Special requirements for teachers working with hearing impaired students are formulated.

Pedagogical support of future teacher for academic mobility at the university

2021 ◽  
Vol 46 (1) ◽  
pp. 5-13
Author(s):  
Zh.E. Abdykhalykova ◽  
◽  
Zh.D. Abdullaeva ◽  
Keyword(s):  
Undergraduate Students ◽  
Professional Training ◽  
Student Mobility ◽  
Teaching Profession ◽  
Educational Process ◽  
Future Teacher ◽  
Future Teachers ◽  
Academic Mobility ◽  
Orientation Course ◽  
The University

Professional training of future teachers in the twenty-first century is impossible without taking into account its global context. For professional success in a rapidly changing world, new personality traits are required: mobility, flexibility, adaptability, tolerance. In this regard, the internationalization of pedagogical education and the teaching profession is becoming a global trend today.The purpose of this article is to analyze the current situation of academic mobility in the Republic of Kazakhstan, identify barriers that hinder the development of academic mobility of students, experimentally test the effectiveness of the orientation course on academic mobility for students. In order to provide pedagogical support and develop motivation for academic mobility of students at the L.N. Gumilyov Eurasian National University, we have developed and implemented an orientation course for 2nd year undergraduate students «Student Mobility: Opportunities and Prospects» in the first semester of 2020, which prepared and acquainted future teachers with the possibilities of international academic mobility programs and the features of credit technology of education. According to the results of the introductory course of the second year bachelor’s degree, changes were noted in the motivational component of readiness for academic mobility of students in the experimental group. In conclusion, we noted that to provide pedagogical support of future teacher for academic mobility at the university , it is necessary to use various kinds of programmes in the educational process in order to increase readiness of students for academic mobility. It is also necessary to carry out systematic pedagogical support of students for academic mobility, to involve tutors, advisers, teachers, coordinators of the international department to eliminate linguistic, organizational, informational, resource, normative, meaningful barriers to academic mobility of future teachers.

Teacher Education and Inclusivity

2019 ◽  
Author(s):  
Sarah L. Alvarado ◽  
Sarah M. Salinas ◽  
Alfredo J. Artiles
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Professional Training ◽  
Teacher Educators ◽  
Learning Differences ◽  
Access To Books ◽  
Formative Experiences

Inclusive teacher education (ITE) defines the professional training of preservice teachers to work in learning spaces encompassing students from all circumstances, regardless of race, linguistic background, gender, socioeconomic status, and special education needs (SEN). This preparation includes the content, pedagogy, and formative experiences required for teachers to work in inclusive schools. To fully understand ITE, it is necessary to examine what is meant by inclusive education (IE). Indeed, it is essential to explore ITE’s definition since scholars and teacher educators have struggled to agree on what is meant by IE. In addition to disagreements about IE’s definition, support for this idea and its implementation may vary due to the cultural, historical, and political differences specific to local contexts. For these reasons, it is necessary to recognize the inclusive policies, practices, and processes that often shape definitions and concepts related to ITE. Notwithstanding the ambitious meanings of ITE across the globe, researchers, professionals, and policymakers tend to emphasize a vision of teacher preparation for working with students with disabilities (SWD) or SEN. Also, there is no consensus about which particular aspects matter in teacher education programs, primarily based on ideological differences about the core goals of IE. These differences in views and beliefs have resulted in limited understandings and applications of ITE. For instance, a student with an SEN may also come from a family living in poverty, with no access to books in the home, or speak multiple languages, including languages that are not a part of their first (formal) educational experiences. In such circumstances, there is no agreement about whether ITE programs should focus on students’ linguistic, socioeconomic, learning differences, or multiple factors. We review the research on ITE in various national contexts. We also discuss how scholars have conceptualized the preparation of future teachers and the implications for greater clarity on how teacher preparation can improve IE in an increasingly diverse society.

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