Modelling Social Psychological Support within the System of Inclusive Higher Education: The Experience of Novosibirsk State Technical University

Osmuk, Lyudmila A.; Дегтярева, В В; Жданова, И В

doi:10.17759/pse.2017220116

Cited by 8 publications

(3 citation statements)

References 1 publication

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“…The following can serve as examples of social technologies: integrated social, psychological and rehabilitation support technologies [5], tutoring, supervision, social assessments, outsourcing, PR support, and situational support in an educational institution, etc. In practice, the use of social technologies allows accomplishing a core mission of higher education and providing professional education in relation to students with disabilities [6].…”

Section: Resultsmentioning

confidence: 99%

Modern Challenges of Inclusive Education in Russian Higher Education

Зиневич¹,

Degtyareva²,

Degtyareva³

2019

Proceedings of the Internation Conference on "Humanities and Social Sciences: Novations, Problems, Prospects" (HSSNPP 2019)

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The article highlights the most important challenges facing the educational policy of the Russian Federation in the implementation of the principles of inclusive education. In fact, the definition of strategic and operational objectives of the introduction and implementation of inclusion in higher education by the subjects of the educational process at all levels of education will reduce the risks of educational inclusion and increase its potential to ensure an independent life for citizens with disabilities. The article formulates theoretical and methodological recommendations for the implementation of inclusion in higher education. The key issues and the ways of overcoming them are outlined. The authors support the idea of "equal opportunities" discourse as a key for inclusive educational process modelling based on social services, which change the position of universities in general, and force to change the organizational environment and culture towards inclusion.

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Section: Resultsmentioning

confidence: 99%

Modern Challenges of Inclusive Education in Russian Higher Education

Зиневич¹,

Degtyareva²,

Degtyareva³

2019

Proceedings of the Internation Conference on "Humanities and Social Sciences: Novations, Problems, Prospects" (HSSNPP 2019)

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“…However, the experience of accompanying students with disabilities in Russia is just being formed, in contrast to foreign countries (USA, Canada), where the experience is considerable [24]. Currently, various models of socio-psychological support in the system of inclusive education are being actively developed [28].…”

Section: Research Of Academic Adaptation In College and University Studentsmentioning

confidence: 99%

Characteristics of students’ academic adaptation at different levels of education in Russia

Shamionov¹,

Grinina²

2021

P Sci Edu

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Introduction. The relevance of the study is conditioned by the need to find effective ways of adaptation due to changing conditions of education and personality development, as well as to inclusion of students with various educational needs and capabilities in the educational process, including those with disabilities (health limitations) and chronic diseases. Currently, there is no conceptual and systematic elaboration of theoretical provisions and experimental research in the field of academic adaptation. Materials and methods. The materials of the study are articles from Russian periodicals. The research method is theoretical analysis of the problem of academic adaptation at different levels of education. Results of the study. Major studies of academic adaptation in Russia are focused on the problems of determining its criteria, age specificity, factors and conditions for successful adaptation, the development of a diagnostic tool, its characteristics in inclusive education, etc. The specificity of academic adaptation at different levels of education is associated with gaining experience of adaptation and psychological development of a student. The determinants of academic adaptation differ depending on the educational level. In the conditions of preschool education the determinants are games and the experience of interaction with peers and adults, psychosomatic development; in the conditions of primary education the determinants are communication skills, educational motivation, interaction with the teacher; in the conditions of secondary education the determinants are correspondence of the educational process organization with characteristics and capabilities of students, interaction with peers and adults; in the conditions of special professional education the determinants are psychophysiological characteristics of students, personality factors (academic motivation, self-reflection), interpersonal factors. Discussion and conclusion. Analysis of academic adaptation as a multicomponent phenomenon makes it possible to develop means of its optimization and to create conditions for children and adults’ academic success in the educational system. Within the context of modern education it is important to study students’ academic adaptation in an inclusive educational environment, the development of the concept of academic adaptation as a process of successive change of its foundations, factors and mechanisms at different educational levels.

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“…Gaining from the global experience (Van der Bij, Geijsel, Garst, Ten Dam, 2016;Emam, 2016;Futaba, 2017;Carrington, Pillay, Tones, 2017;Suc, Bukovec, Karpljuk, 2017) and already available Russian experience (Alekhina, 2016;Karpushkina, 2017;Osmuk, Degtyaryova, Zhdanova, 2017), inclusive education may and should become this kind of education. It is inclusive education that is such kind of organization of the education process, in which all children, regardless of their physical, psychic, intellectual, cultural and ethnical, language and other special features, are included in the general comprehensive education system and are educated next to the place of their living together with their peers without any disability in the same general comprehensive education school, where their special education needs are be taken into consideration and such children are given special care and support.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Education: Solving Problems And Ways In Primorsky Krai, Russian Far East

Sidorova¹,

Repina²,

Nemtsova³

2018

The European Proceedings of Social and Behavioural Sciences

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The article reveals specific features of introducing inclusive education at the regional level into secondary general education institutions based on the case study of Primorsky Krai, the Russian Far East.The authors have put forward an assumption that to lay foundations of inclusive education properly and to avoid failures during its implementation, it is necessary, already at the regional level, to consider and evaluate all essential and situational contradictions and constraints, risks and resources. Analysis of statutes and regulations, provided for implementation of inclusive education at the regional level, at the country level (the Russian Federation), as well as at the level of the region under study, has shown that inclusive trends have rooted themselves in domestic education and have already gained the status of official government policy. Moreover, when analyzing practical aspects of inclusive education, the authors have faced discrepancies between theory and its practical implementation, which is a problem of Primorsky Krai and each region of the Russian Federation taken separately. The authors have analyzed legal regulations providing for inclusive education implementation, and current issues hindering such implementation, and eventually have offered their solutions in part of substantiation of the most suitable model under conditions of Primorsky Krai, the Russian Far East. The authors believe that each territory should follow its own way of inclusion development, taking into account its own peculiarities, opportunities, economic factor of each region taken separately, combining certain elements of already existing models and approaches, weighing their pros and cons, advantages and disadvantages.

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Modelling Social Psychological Support within the System of Inclusive Higher Education: The Experience of Novosibirsk State Technical University

Cited by 8 publications

References 1 publication

Modern Challenges of Inclusive Education in Russian Higher Education

Modern Challenges of Inclusive Education in Russian Higher Education

Characteristics of students’ academic adaptation at different levels of education in Russia

Inclusive Education: Solving Problems And Ways In Primorsky Krai, Russian Far East

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