Представлены результаты исследования, проведенного с помощью анке-тирования 2181 преподавателя из 9 вузов Тюменской области и Ханты-Мансийского автономного округа. Генеральная совокупность составила 3876 человек. Проведенная работа была направлена на оценку рисков и рискогенных факторов инклюзивного образования. Здесь инклюзивное об-разование рассматривается: 1) как социальное благо, 2) ресурс для разви-тия, 3) инновация с рискогенным потенциалом. Авторами в рамках общей теории рискологии выработаны понятия рисков и рискогенных факторов в инклюзивном образовании. Представлены и классифицированы риски ин-клюзивного высшего образования. Обращается внимание на то, что отве-ты респондентов сгруппированы в три мегагруппы: риски для общества, ин-ституциональные риски, риски для акторов образования. Мегагруппы вклю-чают: риски снижения качества образования; риски социального иждивенче-ства; групповые и организационные риски; угрозу имитации инклюзии; риски волевой инклюзии; личностные и профессиональные риски студентов, препо-давателей, родителей и администраторов. В качестве приоритетных риско-генных факторов выделены дефицит компетенций педагогов, финансовые Для цитаты: Волосникова Л. М., Ефимова Г. З., Огороднова О. В. Риски образовательной инклюзии: опыт регионального исследования Тюменского государственного университета // Психо-логическая наука и образование.
This article is devoted to development, adaptation and approbation of the methodology for analysis and assessment of an inclusive educational space in a higher education institution which implements education for students with limited health abilities. Relevance of the topic is determined by the importance of implementation of effective inclusive education to ensure sustainable development of society. The validity of data presented in the research is provided by the representativeness of sample and the use of such methods of data processing and analysis as factor analysis, cluster analysis, and classification tree analysis. The five factor structure of the researched phenomenon presented in the research allows analysing the inclusive educational space at a higher education institution from different points of view. The formation of homogeneous clusters in the space of identified clusters will make it possible developing targeted programs for working with teachers and other participants of the educational process in the higher education institution, which will help to create a high-quality inclusive educational environment in the higher education institution and increase the effectiveness of inclusive education.
Academic mobility of students with disabilities is a gap in studies of inclusion in higher education. Meanwhile, academic mobility is an effective resource for shaping the key skills of the 21st century, the development of subjectivity, socialization and professionalization. Therefore, the inclusion of persons with disabilities in various forms of academic mobility is important for their success and social inclusion. The aim of the study is to identify the relationship between disability and nosology and involvement in academic mobility, as well as scientific (social) projects and networks. The study was based on the hypothesis of a direct link between health status and involvement in academic mobility. The sample included 1,142 university students from the Tyumen region, including 50 — with disabilities, 1092 — without disabilities. A comparative analysis of the components of academic mobility of students with and without disabilities revealed a higher level of readiness and involvement of students with disabilities in academic mobility and networks. With this we emphasize that 92% of students with disabilities do not participate in academic mobility programs, 68% have never participated in competitive activities (projects, grants), 44% do not belong to student communities, 20% do not maintain systemic ties with students of other universities. But these figures are even lower for students without disabilities. The gap between students' readiness for academic mobility and the lack of its infrastructure was revealed. The analysis of theoretical approaches revealed significant gaps in scientific knowledge of academic mobility of students with disabilities, its scale, dynamics, best practices, its psychological factors and the impact on the development of subjectivity, socialization and professionalization. We must make an inclusive breakthrough in higher education through the formation of a comfortable infrastructure of academic mobility as an organic part of an inclusive culture in higher education, ensuring the inclusion for everyone.
The main purpose of this study was to investigate the attitudes of faculty members of Russian state universities, in Western Siberia, towards inclusive education and students with disabilities. We revealed positive attitudes of regional academic staff towards co-education of healthy students and persons with disabilities. Threequarters of the respondents agree that inclusive education has a positive impact not only on the development and socialization of people with disabilities, but also on their peers with normal educational needs. However, only a quarter of respondents feel ready to work with students with disabilities. The study revealed significant influence of gender, experience, age on the attitude towards inclusion. The lack of experience of working with students with disabilities is the reason for the psychological fear, on the part of academic staff members.
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