This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
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 article analyses coping behavior of young people in the situation of unemployment caused by the economic crisis. 252 people (aged from 23 to 36 years) were interviewed, the respondents were divided into 2 groups: group 1 -126 people unemployed for 3-4 months; group 2 -126 people unemployed for more than 1 year. The study involved 120 men and 132 women from Vladikavkaz, Republic of North Ossetia-Alania. It has been revealed that among young people with more than 1 year of unemployment experience, a negative emotional background dominates. The higher the length of unemployment, the higher the propensity for chaotic job search among the respondents is. Among young people with a low experience of unemployment, responsibility for their families is not yet prevailing, and they are more relaxed about their life situation and the search for a way out. The analysis has determined that the ways the unemployed people with different experience of unemployment use to overcome economic stress differ significantly in terms of the parameters of a considered search, expansion of social ties, assistance from relatives, an indicator of mental stress and insecurity. In other words, unemployed people with different experience of unemployment organize their activity in a crisis situation on the labor market in completely different ways.
The article is devoted to the issues of training specialists in the field of special education using modern digital educational technologies, in particular, using the innovative resources of the Moscow Electronic School. The prerequisites are the urgent need to train modern special teachers who are able to work with children with disabilities and who are proficient in modern digital educational technologies. The purpose of the study is to develop a technology for training specialists in higher education, who own the resources of the "Moscow Electronic School". Research methods: questioning of students, expert assessment of students by pedagogical workers in order to assess the skills and abilities of working in the MES environment. The results of the study indicate that the proposed technology for training specialists in higher education, who own the resources of the Moscow Electronic School, within the elective, has demonstrated rather high results. The study revealed a greater satisfaction of teachers with the preparation of students, namely, an increase in the creative potential, the emergence of students' involvement in practice was noted. In particular, this was noted in the students' independent approach to adapting their lessons to the special educational needs of mentally retarded schoolchildren, in the correct temporal alternation of the stages of working with the interactive panel. So, teachers, heads of practice noted a high level of ownership of MES resources in 2020 among 57% of students, which is almost twice as high as among students who underwent teaching practice in 2018 (31%). The average level in 2020 was registered in 28%, low - in 15%, which is almost two times less than in 2018 (27%). The introduction of such an elective is exclusive, since it is focused on students enrolled in the specialty (defectological) education and solves the following problems: firstly, equipping with the skills and abilities of working in a digital environment, namely the environment of the Moscow Electronic School, and secondly, equipping with specific knowledge and skills of developing electronic content for children with disabilities.
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.
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.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
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