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The paper examines existing problems of inclusion and ways to overcome them in the context of a blended learning environment. The survey was conducted among 74 students with disabilities (7th and 8th years of study) in several schools in Samara, Russian Federation. The authors revealed a strong satisfaction with the blended learning program, as well as a number of related barriers that prevent children from receiving a secondary education. The recommended activities included: implementation of digital learning for these children, starting from preschool education; improving the ethical and professional skills of teachers who work with students with disabilities; engaging parents in the learning process, etc. The paper can be used as a prototype for the implementation of similar blended learning programs in schools for children with disabilities, as well as in future research on the digitization of inclusive education in Russia. Keywords: barriers, blended learning environment, children with disabilities, disabilities, learning.
This article discusses the issues of training special teachers for using modern digital educational technologies, in particular innovation resources of Moscow E-School (MES). The aim of this work is in development of technology of specialists’ training, capable to work with the resources of MES, in the frames of higher education. The following research methods were applied: surveying students, expert appraisal of students by teachers, aiming at formed skills and habits to work in MES environment. The obtained experimental results evidence that in the frames of higher education, the proposed technology of specialists’ training, capable to work with the resources of MES in the frames of optional courses, demonstrated sufficiently high results. The study revealed high satisfaction of teachers with the level of students’ qualification, namely: creative potential was enhanced, during the practice the students demonstrated higher involvement. Thus, in 2020, the teachers supervising the practice marked high level of skills of operation with MES resources demonstrated by 57% of students, which was nearly by two times higher than in 2018 (31%). In 2020, the average level was recorded for 28% of students, the low level – for 15% of students, which was nearly by two times lower than in 2018 (27%). Introduction of such optional course is exclusive, since it is oriented at training students specializing in special (defectology) education and solves the following tasks: firstly, to arm with the skills and habits of operation in digital environment, namely, MES, and secondly, to arm with specific knowledge and skills of development of electronic content for disabled children.
The study of coping behavior is one of the most rapidly developing areas in the field of health, social and psychological research. Russian psychologists are actively developing theoretical and practical aspects of coping behavior as a phenomenon of regulation and self-regulation of the subject's behavior, personal development, well-being, health, resources, and human productivity. The article analyzes the relationship between individual psychological characteristics of personality and coping behavior in elderly people. The study involved retired persons living in the city of Vladikavkaz (Republic of North Ossetia-Alania). There were revealed positive correlations between emotionally oriented coping and demonstrativeness, suspicion, impulsivity, anxiety, tension, and depression. It is described that problem-oriented coping is typical for extroverts, sociable and gullible people, inclined to self-control, persistence, and responsibility. Avoidanceoriented coping is characteristic of people who are expressive, inquisitive, flexible in their behavior in external circumstances. Coping behavior of elderly people is associated with a system of goal-setting actions, predicting the outcome of the process, and creatively solving a problem situation. It is a complex multifactorial phenomenon that provides a person with productivity, good health, and well-being, through the conscious choice of behaviors following personal characteristics and the requirements of a stressful situation. Avoidance-oriented coping is characteristic of people who are expressive, curious, seeking new impressions, and flexible in their behavior in external circumstances. The data obtained can be considered in the development of educational and methodological programs in social psychology, developmental and developmental psychology, gerontopsychology, crisis psychology, psychological counseling, personality psychology, stress psychology, etc.
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