Inclusive educational environment of the university as a necessary condition for successful socialization of students with disabilities
DOI: 10.23951/1609-624X-2024-2-54-63
Obtaining higher education is an important stage of human socialization. The aim of universities is to create such an educational environment that will allow all students, regardless of their educational needs and individual capabilities, to successfully solve the tasks of the corresponding stage of socialization. Equal access to education for all students, regardless of their diverse special educational needs and individual capabilities, including students with disabilities and disabilities, is designed to ensure inclusive education. Currently, higher education at Tsiolkovskiy Kaluga State University is received by persons 17 years and older, among whom there are students with disabilities, gifted students, representatives of different nationalities, cultures, countries and confessions, students from large and small cities of the world, near and remote settlements. All this actualizes the problem of creating an optimal inclusive educational environment at the university. Tsiolkovskiy Kaluga State University is actively working to create an inclusive educational environment, which is designed to promote the successful socialization of all students studying at the university. Inclusive educational environment is considered by us as a set of resources (means, external and internal conditions) that ensure the realization of the right of every person to education, including training, upbringing and personal development, and is designed on the basis of such principles as safety, saturation, accessibility, etc. The structure of the inclusive educational environment of Tsiolkovskiy Kaluga State University includes spatial-subject, organizational, technological, informational and social components. Each component has its own content. A special place in this structure is assigned to the Center for Inclusive Education. The Center for Inclusive Education, created at the University and designed to provide horizontal links between departments in matters of inclusive education, helps to eliminate inconsistencies in the actions of departments at the same level of hierarchy, which is generated by the strict hierarchy of the university’s Management model. The creation of an inclusive educational environment of the University is carried out in various directions, among which it is possible to highlight the improvement of the local regulatory framework, material and technical equipment, scientific, informational and personnel support for inclusive education, increasing the architectural accessibility of the university infrastructure facilities for students with disabilities, improving the quality of education received by students with disabilities. Modeling of the inclusive educational environment of the university is carried out by all participants of the educational process: administrative staff, teaching staff and students themselves, with the active participation of public organizations. Systematic monitoring of difficulties encountered by students, including students with disabilities in the process of admission and study at the University, allows you to determine the steps to overcome them. Currently, work continues to improve the inclusive educational environment of the university.
Keywords: students, students with disabilities, inclusive educational environment of the university, components of inclusive educational environment
References:
1. Andreyeva T. V. Semeynaya psikhologiya: uchebnoye posobiye [Family psychology: studies. stipend]. Saint Petersburg, Rech Publ., 2004. 244 p. (in Russian)
2. Slastenin V. A., Isaev I. F., Shiyanov E. N. Pedagogika: uchebnoye posobiye dlya studentov vysshikh pedagogicheskikh uchebnykh zavedeniy [Pedagogy: Textbook for students. higher. ped. studies. institutions]. Ed. V. A. Slastenin. Moscow, Akademiya Publ., 2002. 576 p. (in Russian).
3. Federal’nyy zakon ot 29.12.2012 N 273-FZ (v deystvuyushchey redaktsii) “Ob obrazovanii v Rossiyskoy Federatsii” [Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” (as amended)] (in Russian). URL: https://www.consultant.ru/document/cons_doc_LAW_140174/ (accessed 22 November 2022).
4. Alekhina S. V., Samsonova E. V. (eds) Sozdaniye inklyuzivnoy obrazovatel’noy sredy v obrazovatel’nykh organizatsiyakh: metodicheskiye rekomendatsii dlya rukovodyashchikh i pedagogicheskikh rabotnikov obshcheobrazovatel’nykh organizatsiy [Creating an inclusive educational environment in educational organizations: methodological recommendations for managers and teaching staff of educational organizations]. Moscow, MGPPU Publ., 2022. 151 p. (in Russian).
5. Perfil’eva M. Yu., Simonova Yu. P., Prushinskiy S. A. Uchastiye obshchestvennykh organizatsiy invalidov v razvitii inklyuzivnogo obrazovaniya (rabochaya versiya) [Participation of public organizations of disabled people in the development of inclusive education (Working version)] (in Russian). URL: https://narfu.ru/upload/iblock/4fd/uchastie-obrshchestvennykhorganizatsiy-invalidov-v-razvitie-inklyuzivnogo-obrazovaniya.pdf (accessed 22 November 2022).
6. Rubtsov V. V. O probleme sootnosheniya razvivayushchikh obrazovatel’nykh sred i formirovaniya znaniya (k opredeleniyu predmeta ekologicheskoy psikhologii) [On the problem of the correlation of developing educational environments and the formation of knowledge (to the definition of the subject of environmental psychology)]. In: Materialy 2-y Rossiyskoy konferentsii po ekologicheskoy psikhologii (Moskva, 12–14 aprelya 2000 g.) [Materials of the 2nd Russian Conference on Environmental Psychology (Moscow, April 12–14, 2000)]. Moscow; Samara: Izd-vo MGPPI Publ., 2001. P. 77–81 (in Russian).
7. Slobodchikov V. I. O ponyatii obrazovatel’noy sredy v kontseptsii razvivayushchego obrazovaniya [On the concept of the educational environment in the concept of developing education]. In: 2-a Rossiyskaya konferentsiya po ekologicheskoy psikhologii: tezisy (Moskva, 12–14 aprelya 2000 g.) [2nd Russian Conference on Environmental Psychology. Theses. (Moscow, April 12–14, 2000)]. Moscow, Ekopsitsentr ROSS Publ., 2000. P. 172–176 (in Russian).
8. Yasvin V. A. Obrazovatel’naya sreda: ot modelirovaniya k proektirovaniyu [Educational environment: from modeling to design]. Moscow, Smysl Publ., 2001. 365 p. (in Russian).
9. Yasvin V. A. Shkol’naya sreda kak predmet izmereniya: ekspertiza, proektirovaniye, upravleniye [School environment as a subject of measurement: expertise, design, management]. Moscow, Narodnoye obrazovaniye Publ., 2019. 448 p. (in Russian).
10. Palkhayeva E. N., Zhukova N. E. Problemy inklyuzii v vysshem obrazovanii: obzor sovremennykh gumanitarnykh issledovaniy [Problems of inclusion in higher education: a review of modern humanitarian studies]. Sovremennye problemy nauki i obrazovaniya – Modern Problems of Science and Education, 2017, no. 5 (in Russian). URL: https://scienceeducation.ru/ru/article/view?id=26954 (accessed 22 November 2022).
11. Ryapisova A. G. Inklyuzivnoye obrazovaniye kak sistemnaya innovatsiya [Inclusive education as a systemic innovation]. Vestnik Novosibirskogo gosudarstvennogo pedagogicheskogo universiteta – Bulletin of Novosibirsk State Pedagogical University, 2017, vol. 7, no. 1, pp. 7–20 (in Russian). doi: http://dx.doi.org/10.15293/2226-3365.1701.01
12. Zinov’eva V. I., Bersenev M. V., Nosova A. L. Inklyuzivnoye obrazovaniye i vuz: analiz mneniy i faktory razvitiya [Inclusive education and university: analysis of opinions and development factors]. Vestnik Tomskogo gosudarstvennogo universiteta. Seria: Istoriya, 2020, no. 67 (in Russian). URL: https://cyberleninka.ru/article/n/inklyuzivnoe-obrazovanie-i-vuz-analiz-mneniy-ifaktory-razvitiya (accessed 23 November 2022).
13. Kantor V. Z., Proekt Yu. L. Inklyuzivnoye vyssheye obrazovaniye: sotsial’noye blagopoluchiye studentov [Inclusive higher education: socio-psychological well-being of students]. Obrazovaniye i nauka – The Education and Science Journal, 2019, no. 2 (in Russian). URL: https://cyberleninka.ru/article/n/inklyuzivnoe-vysshee-obrazovanie-sotsialno-psihologicheskoe-blagopoluchiestudentov (accessed 23 November 2022).
14. Zinov’eva V. I., Naumova N. I., Bersenev M. V., Shul’min M. P. Formirovaniye pozitivnoy atmosfery v otnoshenii lits s ogranichennymi vozmozhnostyami v obrazovatel’nom prostranstve [Formation of a positive atmosphere in relation to persons with disabilities in the educational space]. Vestnik Tomskogo gosudarstvennogo universiteta. Seria: Istoriya, 2019, no. 61 (in Russian). URL: https://cyberleninka.ru/article/n/formirovanie-pozitivnoy-atmosfery-v-otnoshenii-lits-s-ogranichennymivozmozhnostyami-v-obrazovatelnom-prostranstve (accessed 23 November 2022).
15. Baskakov A. M. Sushchnost’, struktura i zakonomernosti tselostnogo pedagogicheskogo protsessa v vuze [The essence, structure and regularities of the holistic pedagogical process at the university]. Vestnik ChGAKI – Herald of the Chelyabinsk State Academy of Culture and Arts, 2007, no. 2 (12) (in Russian). URL: https://cyberleninka.ru/article/n/suschnost-struktura-izakonomernosti-tselostnogo-pedagogicheskogo-protsessa-v-vuze (accessed 22 November 2022).
16. Kozyreva O. A. Sozdaniye inklyuzivnoy obrazovatel’noy sredy kak sotsial’no-pedagogicheskaya problelma [Creation of an inclusive educational environment as a socio-pedagogical problem]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2014, no. 1 (142), pp. 112–115 (in Russian). URL: https://www.elibrary.ru/item.asp?id=21138903 (accessed 22 November 2022).
17. Pis’mo Minobrnauki Rossii ot 12 fevralya 2016 g. N VK-270/07 “Ob obespechenii usloviy dostupnosti dlya invalidov ob’’ektov i uslug v sfere obrazovaniya” [Letter of the Ministry of Education and Science of Russia dated February 12, 2016 N VK-270/07 “On ensuring conditions of accessibility for disabled people of objects and services in the field of education”] (in Russian). URL: https://www.consultant.ru/document/cons_doc_LAW_196554/ (accessed 22 November 2022).
18. Platonova D. P., Kuz’minov Ya. I., Frumin I. D. (eds.). Universitety na pereput’e: vyssheye obrazovaniye v Rossii [Universities at the crossroads: higher education in Russia]. Moscow, Izdatel’skiy dom Vysshey shkoly ekonomiki Publ., 2019. 320 p. (in Russian).
( 762.43 kB ) 
( 717.82 kB )
Issue: 2, 2024
Series of issue: Issue 2
Rubric: EDUCATION ISSUES
Pages: 54 — 63
Downloads: 280