Lupine Publishers | Scholarly Journal Of Psychology And Behavioral Sciences
Annotation
Education and socialization of students
with disabilities will be more effective if you design and create a model of an
inclusive educational environment that implements certain social; psychological
and pedagogical conditions and reflects this very complex and multilateral
process. The article analyzes the practical experience of universities in
creating an inclusive educational environment for students with disabilities.
In this connection; leading characteristics; structural components; and some
problems of designing this environment at the university are discussed.
Keywords: Higher education; Students with disabilities;
Disabled people; Inclusive educational environment; Inclusive education;
Accessible environment; Educational needs.
Introduction
Today; many indifferent people concerned
about the issue: how in the twentieth century I century feels Russian invalid;
the extent to which it met the specific needs of what is; by and large; his
philosophy of life in society. The answer to this question depends on the
degree of maturity of an inclusive society; public policy with respect to
persons with disabilities. And on the other hand; the question can and should
be raised; but what can ablebodied; educated disabled person give to society?
This is a topical issue; primarily because in our country there has been a
tendency to reduce labor resources. The working-age population in Russia will
be reduced by more than 2 million by 2020. Therefore; the employment of
able-bodied people with disabilities is precisely that reserve that will fill
up the shortage of labor resources. We must admit the fact that; despite the
efforts made to integrate people with disabilities into society; they still
remain a special group; very poorly included in social processes and very
limited in rights; not only because of their psychophysical characteristics;
but also due to a number of barriers to the realization of basic human needs.
So; the employment rate among disabled people of working age; according to the
Ministry of Labor; is 25%; which is 2.5 times lower than the same indicator for
Russians without restrictions on health. “Chronic” unemployment among people
with disabilities of different nosologies reaches 77%. By 2020; the employment
rate among people with disabilities should double and reach 50%. Now only every
second student with a disability is subsequently employed-by 2020 this provider
must grow to 90% [1-9] However; to achieve such indicators; it is necessary;
first of all; to increase the effectiveness of career guidance for children
with disabilities; the accessibility and quality of general professional and
higher education. H ADO to take into account the fact that the number of
children with disabilities up to 18 years in Russia from year to year - this
year compared to last increased by almost 19 thousand. With oday general
education system rapidly changing; increasingly adapting to training for
children with disabilities. These changes; creating new opportunities for
learning and socialization for children with disabilities; will in the future
lead to an increase in their level of need for higher education. Therefore;
universities should be prepared in advance for an increase in the number of
applicants and students with disabilities. International experience offers
models of vocational training for people with disabilities; both in an
inclusive (or integrated) form; and in specialized centers equipped with
special equipment; training technologies and conditions for people with
disabilities to stay. Today; inclusion as a way of organizing the education of
children with disabilities is recognized by the whole world community as the
most humane.
Inclusion has become one of the leading strategies in Russian educational
policy. The importance of creating an inclusive educational environment is
recognized by socio- pedagogical practice; reinforced by the domestic
regulatory framework; and becoming the norm. It is educational inclusion that
meets the ideology as much as possible; which eliminates any form of
discrimination against the disabled and creates the necessary conditions for
their successful socialization. In modern psychological and pedagogical science
and practice; the concept of “inclusive educational environment” is widely used
when discussing the educational conditions of children with disabilities.
Inclusive educational environment (hereinafter - IOS) is a special type of
educational environment that involves solving the problem of education of
children with disabilities by adapting the educational space to the needs of
each child; including reforming the educational process; methodological
flexibility and variability; a favorable psychological climate; and providing
students with disabilities supporting services [1]. This releases some levels
inclusive air azovatelnoy environment [10].
The first level is also an inclusive
general educational environment. E the level of implementation of inclusive
general education purposes in a particular school with its terms; the objective
factors of the regional environment of its location; as well as subjective
factors; the characteristics of real subjects’ education. In the studies of
[1-6] presents the leading characteristics of IOS in mass educational
institutions. The second level is the inclusive environment of the educational
organization of secondary vocational and higher education. E is a specially
organized space that promotes the most comfortable receiving professional
formation I ; taking into account the special educational needs and psycho-
physical characteristics of students with disabilities . Moreover; this concept
is interpreted widely. It includes not only the situation of the educational
institution; but also “... the inner circle; the circle of communication of the
disabled person: this is the family and those who surround him; who are next to
him in the process of learning; during leisure hours” [3]. And finally; the
third level is the inclusive educational environment of a particular person (a
student with a disability; his typical peer; teacher) as a subject of inclusive
higher education. It is necessary; because the development of this environment
is aimed at achieving educational goals and results. Naturally; the personal
environment of each participant in the inclusive educational process should be self-organizing
at the level of this person; but methodologically managed by the university.
Therefore; the level of the educational environment of a university is a
combination of specific conditions and individuality of students. The holistic
educational environment of a university under inclusive education appears as a
supersystem for many unique; personality-adapted; personally significant social
and educational developmental environments of each and everyone [1]. In recent
years; experts have increasingly begun to pay attention to the design features
of an inclusive educational environment [ 3,7-9]. The purpose of designing is
to create a conceptual model of the educational environment; reflecting its
essential properties and requirements for it in accordance with the educational
specialization; the principles of the pedagogical system; the specifics of its
implementation and subject teaching.
Each educational institution of higher
education (university; academy; institute) creates its own IOS and; therefore;
creates its own abstract and universal image (model of this university) for
this environment. So; the purpose of the IOS project of the Moscow State
University of Economics and Economics is to develop and test the current IOS
model; which ensures the accessibility and improvement of the quality of higher
education for people with disabilities with social security ; their
socialization and integration into society through systemic state support for
the learning process for people with disabilities. One of the main goals of the
IOS formation is the development and adaptation of educational and
informational educational resources for higher education programs to the needs
of users (students with disabilities); the creation of a system of
programmatic; normative and informational support for the processes of
university education; compensation and rehabilitation ( habilitation ) of
students disabled people; the development of various forms of alternative
education; effective psychological and pedagogical support of the educational
process ; providing spy the physiological health of all participants in the
inclusive educational process [4].
Implementation of the project will make
it possible to justify and design a model of training teachers in additional
professional education for work in the conditions of IOS of the university; to
develop and test diagnostic tools to determine the level of formation of
teachers’ professional readiness for the formation of IOS in the university. In
addition; the implementation of the university’s IOS project will be important
to ensure the coherence of the actions of participants in the inclusive
educational process; social partners; and the development of a system of
psychological ; medical; pedagogical; informational; scientific; methodological
and sociocultural support for students; teachers and staff involved in the
formation of an adequate IOS ; increase the level of tolerance towards people
with disabilities; their social adaptation and integration in ordinary groups
of students. And the inclusive educational environment of a university is a
pedagogical system that has a specific structure that includes a number of
system components.
Spatial Subject Component
It characterizes the material
capabilities of the university; such as: affordable (barrier-free )
architectural and spatial organization; provision of modern technical means and
systems that meet the educational needs of students with disabilities and
disabilities of various nosological groups. By law; a student with a disability
has the right to apply for an adapted educational environment. By accepting
such a student; the university takes responsibility; and the conditions must
comply with its health restrictions. Implementation of the relevant regulatory
standards for space accessibility; technical equipment and the arrangement of a
“ barrier-free environment” for those universities that plan to accept disabled
people for training is required. Building on our university’s territory an
environment accessible for educating people with NODA was one of the first
tasks that were solved when creating special educational conditions. On the
instructions of the Ministry of Education and Science of Russia in 2012; our
university; together with the Moscow State University of Civil Engineering;
developed guidelines for ensuring the accessibility of buildings and structures
of educational institutions of secondary prof. and higher education for persons
with disabilities of various nosological groups.
Monitoring of the status of inclusive
higher education conducted by the RMTC shows that the vast majority of
universities are not ready for the inclusion of disabled people either morally;
methodologically; or technically [2,3]. Moreover; the lack of infrastructure
for the needs of people with disabilities is one of the most acute problems
limiting the access of people with disabilities to higher education.
Universities with effective technologies for teaching students with
disabilities and staff with relevant professional competencies are concentrated
mainly in 10-12 subjects of the Central; Volga and North-West federal
districts. This encourages some applicants with disabilities to apply to such
universities. However; admission to them for people from remote regions is
associated with a number of difficulties that not every potential student with
disabilities is able to overcome.
Of course; ensuring the physical
accessibility of the educational environment requires effort- organizational;
financial. And not every university is seriously engaged in this. Moreover; if
in former times; when there were no official strict requirements for the
accessible environment of an educational institution; children with
disabilities studied at a comprehensive school; they were accepted to
universities; now disabled students are simply denied admission to the
admission campaign; allegedly due to the lack of special conditions. So;
according to the monitoring of the Ministry of Education and Science ; within
the framework of the admission campaign of the last three years; people with
disabilities submit approximately 10 to 12 thousand applications for admission
to higher education programs ; and only every second applicant with
disabilities receives it.
Content Methodological
Component
Includes curriculum and teaching and
methodical the activities of students and teachers in the conditions of
inclusive education ( goal ; differentiation; individualization and variation
in the organization and content of the educational process ; teaching style and
character control; flexible educational methods and technologies the ) [4].
There is a widespread belief that most students with disabilities are not able
to fully master the content of academic disciplines and receive a quality
professional education. Indeed; they experience difficulties in mastering the
educational program at the same pace; on the same educational material and in
the same sequence as other students. And these circumstances must be considered
when organizing an inclusive educational process [5]. However; university
practice shows that even with a technically equipped audience; teachers who do
not have the skills to work with students with disabilities prefer to give the
material the old fashioned way; ignoring the special educational needs of students
with disabilities . Often; the teacher is satisfied with the empty “ sitting
out “ of a disabled student at lectures; instead of an adequate presentation of
the material; he tries to pay off with positive grades in the set-off. Or; on
the contrary; it is not uncommon for a student with disabilities to impose
unrealistic requirements for completing control tasks by misunderstanding . It
is therefore important is finding teachers competences in methods of work in
terms of inclusive higher education.
To create an adapted educational
environment; according to [6,7] it is necessary: to apply experimental;
stimulating interest and activity methods of development of students; apply
more practical teaching methods; including business games; case technologies;
apply methods of phased assimilation of new material; make students understand
that they are responsible for completing assignments; provide them with greater
freedom of choice; pay more attention to the emotional needs and interests of
everyone; use unifying types of productive activities that contribute to the
unity of students in an inclusive educational environment [2] . At the same
time; it is necessary to proceed from the individual needs of each; using
individualized types of activities; involve parents of students with
disabilities in collaboration ; coordinate an individual educational route with
them; rely only on the positive achievements of the learning outcomes . One of
the productive mechanisms for ensuring accessibility and quality of education
for people with disabilities and disabilities is distance learning; the
possibilities of which are systematically increasing: the number of
universities is increasing, and the quality of distance learning technologies
is improving. According to the results of expert evaluations; no less than 80%
of universities have access to educational portals for students; where they can
master the training material needed to prepare for classes. Training using
distance learning technologies is carried out in the implementation of
full-time; part-time and part time forms of training.
This training offers a range of
educational services provided to persons with disabilities and disability with
the help of specialized information - educational environment; based on the
medium of exchange of educational information at a distance. The choice of
interactive teaching aids that provide operational interaction with the
teacher; with other students; as well as with teaching material; helps to
increase the effectiveness and quality of distance learning for students with
disabilities and disabilities. The content-methodological component of the IOS
of the university is interconnected with the means of information and
communication technologies (ICT) and contains a system of information and
educational resources (IOR) ; including a system of electronic educational
resources (ESM). In 2016 designed and in March 2017 launched in test mode; the
Internet portal of information support of inclusive higher education (https: //
inklyuzivnoeobrazovanie born in f) ; a maximum of adapting the first for use by
persons with disabilities when using the PC and various mobile devices. The
portal contains and annually updates information on the state of ensuring the
availability of conditions for the education of disabled people in
universities. Currently; information is provided on 716 universities and 408
branches. It is possible to search for a university by given parameters
(region; desired specialty; type of nosology of the applicant; and so on).
Having specified a specific nosology; a disabled person can see a list of
universities where the most favorable conditions for students with this disease
are created; and also see the Atlas of the most popular professions. For
students with disabilities; it is possible to take an online career guidance
test and get advice on choosing the direction of preparation and admission to
universities. In addition; there is access to a library of teaching materials
and open courses tailored to nosology; and graduates are provided with
information on employment opportunities.
The modern educational process at the
university is high-tech in terms of using technical and informational teaching
aids; which for a student with health restrictions can act both as a barrier
and as a resource. On the one hand; complex laboratory work; including the use
of technical devices; mandatory for many specialties and areas of training; can
be difficult or dangerous for a student with visual; hearing; and motor
impairments. On the other hand; modern computer and information technologies
make it possible to provide information in a form accessible to students with
sensory impairments (electronic magnifiers for the visually impaired and voice
programs for the blind; sound amplifying equipment and multimedia for hearing
impairments). Computer simulators allow students with motor disabilities in a
simulation mode to perform experimental procedures inaccessible to them. A
variety of ESM cannot and should not fully replace live communication with the
teacher and other students during various forms of classroom activities; but
can significantly help a student with disabilities. In this regard; providing
an inclusive educational process with technical means of receiving and
transmitting information in forms that meet the special educational needs of
students with disorders of various nosology; as well as the development and
application of appropriate pedagogical technologies; is an effective way to
increase the accessibility of higher education for people with disabilities
[8,4] .
The content-methodical component of the
IOS of the university accumulates methodological resources; classified
according to the subject and subjects of study; including those having
electronic presentation. However; it is possible; for reasons of specific
expediency; the allocation of a specialized resource component of the IOS that
integrates all the methodological and educational information resources. The
need for such a component is also caused by the fact that not all universities
have experience in teaching and organizational and pedagogical support of
disabled people of various nosological groups. In order to increase the
effectiveness of the system of supporting the activities of universities for
the education of persons with disabilities; 3 resource educational and
methodological centers were created in 2016; and in October 2017; the RMTC
network was expanded by creating another 13 RMCs based on educational
institutions under the jurisdiction of the Russian Ministry of Education and
Science ; including Moscow State University of Economics and Economics. In the
higher education system; ROMCs act as a resource that other universities can
use to increase the accessibility and quality of education for people with
disabilities. The program for introducing inclusive education through the RMTC
network is planned until 2020. For the most part; the centers are based in
universities with departments of defect logical education; as well as in
universities that have approved AEHE . In RUMTS launched retraining courses for
the teaching staff of universities. On the one hand; the picture is rather
optimistic the university community has moved in the right direction; on the
other; the specialists of the RMTC believe; some of the universities undergo
retraining to close the gap before accreditation.
Communicative and
organizational component
Is a space of interpersonal interaction
in a direct or subjectmediated form and ways of interaction between subjects of
an inclusive educational process; a favorable psychological climate in
inclusive groups; management of team activities of specialists providing
inclusive practice at a university. Higher education; in fact; ensures that
students enter a wide variety of social interactions into the special
sociocultural environment of the university; which creates and expands the
basis for adaptation. Developing social skills; collectivism; organizational
skills; the ability to establish contacts and collaborate with different
people. A worldview and civic position are being formed.
The practical experience of MSGEU shows that the introduction of an inclusive
approach to teaching people with disabilities today faces not only difficulties
in organizing an accessible environment (physical accessibility to university
facilities; special teaching aids; and special equipment). The most difficult
to solve are problems of a socio-psychological nature; including the prevailing
stereotypes of education; the lack of readiness of participants in the
educational process (teachers; students; parents) to accept new principles of
education; the lack of comprehensive psychological and pedagogical knowledge
and technology; special monitoring studies regarding the experience of
inclusive higher education [10].
The socio-psychological situation in the
educational institution is an important aspect of an inclusive educational
environment. Here we are talking about the nature of the relationship that a
student with a disability develops with teachers; other students; supervisors;
all staff of the educational organization. In fact ; there are good reasons for
relational barriers with an inclusive approach in modern conditions. So; when
presenting the same requirements to all students; students with disabilities
often need to spend more time to master the material they have gone through;
make more effort than a “healthy” student. During the lecture; students with
disabilities ask more clarifying questions; and the pace of writing material is
much lower. As a result; “healthy” students have to expect a continuation of
the lecture; which causes irritation in individuals; a conflict may arise in
the group. Moreover; facts are known when people with disabilities that are not
externally expressed acted on the side of discrimination against persons with
disabilities [9]. As psychologists note; this attitude is usually associated
with one’s own disagreement with one’s real state of health It is also worth
noting that the conflict can also occur between the “disabled” - “disabled”
groups; and “healthy” students can support one or the other. According to our
observations; conflicting parties are formed on issues of active and passive
relations. So; students who study continuously in an inclusive approach within
the walls of the university; more easily adapt to new conditions; establish
contact with their peers. In addition to educational activities; they are
engaged in scientific and social life; and show their leadership qualities.
Students with disabilities who previously studied at a specialized educational
institution or received a general education at home; the socialization process
is difficult; time-consuming; there are communication barriers. A negative
attitude arises between groups: students with an active position consider
others unsure of themselves; students with a passive position consider the
other group as “upstarts”; directly showing this with their behavior. In our
opinion; despite such a negative attitude in groups; conflict can be considered
as a way to resolve contradictions. The identification and resolution of
conflicts as a whole is useful both for these social groups; and for society as
a whole. Paying attention to conflict resolution; an individual; group or
society as a whole achieve more effective results; of course; if they follow
certain rules aimed at the civilized regulation of conflicts and management of
their development [5].
Conclusion
The most important aspect of the
communicative and organizational component of the IOS is the management of
inclusive practice at the university. It is well known that the education and
socialization of a person with disabilities is a complex problem even in a
special educational institution. Inclusion of the educational process makes
even greater demands on the interprofessional and interagency interaction of
specialists. The managers in the field of vocational education; combining the
knowledge of a wide range of pedagogical technologies of higher education with
special defect logical training; are practically absent. To create a truly
inclusive university; it is necessary to cultivate such professionals of a new
formation. It is obvious that the country’s universities will inevitably have
to solve a wide variety of tasks in the formation of an adapted educational
environment - methodological; technical; regulatory and accreditation. But;
first of all; participants in the educational process need to learn inclusive
interaction-full-scale entry into equal relations. By this distribution of
roles or di students or ordinary students or teachers are often not prepared.
It is such a conscious “inclusion” that needs to be learned first.
