Inclusive Education of Students with Disabilities in the Regional Multidisciplinary University: The Experience of Cherepovets State University

This article describes the regional experience of teaching students with disabilities in a multidisciplinary university. Analysis of resources and algorithms of educational support provided at the university creates the opportunity to share this experience and to evaluate its significance for the development of higher inclusive education, as well as to assess the perspectives for its application in similar educational environments. Consulting, education, coordination and rehabilitation services are the main forms of assistance to students and teachers at all stages of education and socialization of people with disabilities. The university has a department that provides support to students with disabilities and their teachers. The analysis of the successes and challenges of higher education of persons with disabilities shows that there is an objective need to unite the efforts of the university with the regional non-governmental organizations and the authorities of the region, with health care, education and social services in order to support young people with disabilities

Formation of professional integrated methodological competencies of teachers in an inclusive educational space

The article considers the need for the formation of professional integral methodological competence of teachers in an inclusive educational space. The authors offer qualitative characteristics of formation levels of the studied competence (low, medium, high), describe the structural components of the formation of professional integral methodological competence of teachers in an inclusive educational space. The studied competence will allow teachers to be ready for dynamic changes in the educational process in an inclusive educational space, it will contribute to the intensive accumulation of academic knowledge of children with disabilities and allow to form life competencies and master knowledge, skills and abilities necessary in everyday practice

Problems of distance learning for students with disabilities in a pandemic

The article considers the problems of distance learning for students with disabilities during a pandemic. The survey was organized and conducted to reveal the attitude to distance learning and determine the challenges encountered. During the survey, the disabled students’ satisfaction with distance learning during the pandemic was assessed, the advantages and difficulties they faced during the period of quarantine study were identified. The survey involved the students with visual, hearing and movement impairments, as well as the students with limited mobility and the disabled students with systemic diseases. All the students study at Russian universities located on the territory of 8 constituent entities of the North-West Federal District (Arkhangelsk region, Vologda region, Kaliningrad region, Murmansk region, Novgorod region, Pskov region, Republic of Karelia, Republic of Komi). The total of 230 respondents took part in the survey. The article analyzes the disabled students’ response to the quarantine caused by the pandemic, and also describes the specificity and severity of the problems depending on the kind of the students’ health limitations. The analysis of the responses allowed us to conclude that the problems of the socio-psychological (low self-motivation and self-organization, fatigue, low mood, lack of live communication) and technical (the problems with the Internet communication and distance learning platforms) come to the fore. The identified difficulties allowed the authors to make a list of recommendations to be used when organizing distance learning for students with disabilities. The proposed recommendations imply the application of the practice of permanent psychological-pedagogical and socio-psychological support for the education of students with disabilities

Additional professional education of teachers for inclusive education of preschool children with disabilities

We present a theoretical and experimental validation of the system of additional professional education of teachers for inclusive education of preschool children with disabilities: we defined legal and socio-economic bases for the development of additional professional education of teachers for inclusive education of preschool children with limited capacities of health. We identified the problem areas and contradictions that define the need to improve training and retraining of teachers for preschool inclusive education, revealed the readiness of teachers for inclusive education of children with limited capacities of health defined the educational modules for the inclusive education of children with limited capacities of health. We formulated the most important characteristics of the system of additional professional education of teachers for inclusive education of preschool children with limited capacities of healt

Inclusive Culture as an Indicator of the Readiness of University Specialists to Support Inclusive Higher Education

The effectiveness of inclusive higher education is determined by a complex of interrelated factors, including the readiness of university staff for inclusion. Taking into account the requests of the state and society, the strategy for the development of education in Russia, the central place in discussing the readiness of university staff for inclusion should take an assessment of the level of development of the inclusive culture as an integral indicator of inclusive competence and personal readiness, which became the goal of this study. The study was implemented on the basis of the Resource Educational and Methodological Center of the North-Western Federal District for people with disabilities of the Cherepovets State University from 2017 to 2023. The pilot study involved 1680 students graduated from the Resource Educational and Methodological center from 2017 to 2023, they filled a questionnaire to assess the level of inclusive culture. The representative sample is represented by 200 employees of 28 universities of the Northwestern Federal District. The results of the study showed that an inclusive culture is a specific neoplasm, the result of professional and personal development of specialists. The level of inclusive culture differs depending on the type of professional activity, it differs in the qualitative composition of the characteristics of representatives of the administration, teachers and educational support staff. Education on the topic of inclusion has a positive effect on the personal readiness for inclusion of university staff. However, the state of inclusive competence has a significant variability of characteristics within the surveyed sample and demonstrates the need for psychological and methodological support and diverse formation for university staff.</p