Inclusive education in higher education. Implementation of inclusive education as an innovative university development project

Goryunova Liliya Vasilievna, Doctor of Pedagogical Sciences, Head of the Department of Pedagogy, Southern Federal University, Rostov-on-Don [email protected]

Guterman Larisa Alexandrovna, Candidate of Biological Sciences, Associate Professor, Director, Resource Coordination Center for Work with the Disabled and Persons with Disabilities handicapped health, Federal State Autonomous Educational Institution of Higher Professional Education "Southern Federal University", Rostov-on-Don [email protected]

Implementation of inclusive education as innovative project university development

Annotation. The article is devoted to the organization of inclusive education in the conditions of functioning of the system of higher professional education. The authors offer a brief description of the project for the creation and development of a system of vocational training for people with special needs. educational needs at the Southern Federal University. Key words: inclusion, inclusive education, vocational training for persons with special needs.

The educational system of each state is currently oriented, first of all, to the world policy in this area, which is being formed social institutions such as the World Bank, UNESCO, UN, which leads to a change in the education systems of various countries towards their openness, continuity and mobility. It should be noted that the main requirement of social communities in the world for modern education is that it must be universal, thereby providing for the needs for teaching of all people without exception. The goal of an educational organization in modern conditions is to provide assistance and support to each student (with developmental problems, average, gifted, migrant, etc.) in self-realization and success, preventing them from being treated as socially low-value people and eliminating their exceptions to their lives society. The shocks of the twentieth century led to the fact that the meanings of the existence of modern society were formed, the value of which is a person and his life, which determined the emergence of the idea of achieving maximum independence by an individual, through the observance of his rights and freedoms, regardless of whether a person can be useful society. Namely, the concept of an independent way of life in the world determined the emergence of such a concept as "inclusive education". The understanding of this term lies in the field of humanistic ideology, the main provision of which is that all people are individuals with different educational needs. The Law “On Education in the Russian Federation” defines inclusive education as education that provides equal access to “education for all students, taking into account the diversity of special educational needs and individual opportunities” (Article 2). Inclusion as a concept is broader than integration, this is due to the fact that students with special needs study together in regular educational organizations, and training is built based on the strengths and capabilities of each. The main requirement of an inclusive educational organization is that all students participate together in any case, regardless of any differences and difficulties that exist between them. Inclusive educational organizations are characterized by flexibility and mobility, which provides students with special needs with the opportunity to be in the educational community, openly entering and leaving it through various forms of work: with the whole class, with a group, alone with teacher. World experience shows that students in such an educational space are effectively integrated into society and can achieve high educational results. Inclusive education is an effective means of ensuring solidarity between the subjects of education. By creating an educational environment that encourages the acquisition of the necessary experience, inclusive education stimulates mutual understanding and social interaction, becomes more individualized and acts as a protective space. On December 13, 2006, the UN General Assembly adopted the Convention on the Rights of Persons with Disabilities, developed with the active participation of organizations of people with disabilities . The Convention entered into force on May 3, 2008. Currently, 137 countries have signed the Convention, 45 of them have ratified it. In the Russian Federation, the Convention was signed on 24 September 2008 and ratified in 2012. The preparation of the ratification of the Convention in the Russian Federation required serious work to bring the Russian legislation on education in line with its norms. The organization of the inclusive education system affected all levels of national education. In this regard, special attention is paid to the system of vocational education. The system of inclusive vocational education includes educational institutions of secondary and higher vocational education, acts as a sustainable channel for the integration of graduates into labor and social activities and is the most important resource for the "independent life" of people with special educational needs.

To organize an effective inclusive vocational training of course, a barrier-free environment, a package of adaptive educational programs, a system of psychological, pedagogical, medical and tutor support, distance learning technologies, an e-learning system, special training teaching staff. The Southern Federal University was determined by order of the Minister of Education and Science of the Russian Federation No. 2211 of December 30, 2010 as the base university in the south of Russia for organizing and developing conditions and guidelines for teaching people with disabilities. At the Southern Federal University, where it is already students with disabilities are being trained, there are intentions to expand and strengthen this area of educational activity. In order to self-analyze the creation of conditions for teaching people with special educational needs in the context of inclusive education in an educational organization implementing inclusive practices, it is recommended to monitor the strengths and weaknesses in the organization of inclusive education using such tools as the "Index of Inclusion". Based on the monitoring results obtained, the educational organization will develop an optimal plan for the development (transformation) of the educational institution To identify key areas development of the inclusive education system of the Southern Federal University, as well as in the field of supporting the educational and professional development of children and youth with disabilities, a study was conducted. In the course of the study, it was possible to fix the parameters of the loyalty of the teaching staff to students with disabilities, the level of development of the accessible environment, the range of specialties demanded by disabled people, the optimal form of education for students from the point of view of teachers, as well as measures by which the university can guarantee the possibility of obtaining higher professional education for persons with special educational needs. The results of the survey showed that the majority of teachers (77%) are positive about the prospect of increasing the number of students with disabilities at the university and believe that all those who are able to study independently can study at the university. A stable half of the respondents associate this direction of social policy with the provision of real rights and freedoms of the individual, the implementation of the principle of social justice, the humanization of society. All three principles focus on providing conditions for material (economic) independence of a person with disabilities. According to the teaching staff of the university, there are currently three groups of factors that impede the involvement of young people with disabilities in the system higher education: 1) Low accessibility of the educational space of the university. Concretization of this issue shows that half of the teaching staff believes that their faculties are not currently ready to train such a contingent of students (only 30% believe that this is currently possible). The solution of this large-scale task requires a large amount of work in a number of areas: the re-equipment of buildings (30.4%), the provision of technical conditions for educational activities (13.8%).

2) Medical-psychological and pedagogical support for students. Respondents attributed to the factors of this group: the need to attract a specialized staff of workers, including tutors (16.2%), the creation of medical offices (12.0%), the improvement of the psychological and pedagogical qualifications of the teaching staff (13.4%); organizational, methodological and technological support for training (31.8%). 3) The level of preparation of applicants and cognitive barriers. In the opinion of the respondents, modern general education institutions do not fully ensure the readiness of students with disabilities to enter educational organizations of higher professional education (37%); not adequate claims of disabled applicants themselves to receive higher education, of course. It should be noted that most of Applicants with disabilities planning and entering universities have experience in integrated education. The experience of collaborative learning provides a reduction in anxiety about communication with the student environment, adds confidence to students with special needs in the availability of educational material for them. 3) Socio-psychological barriers. Respondents believe that most students with disabilities are not psychologically ready to study on an equal footing with all other students (43%); low degree of employment of graduates with disabilities (45%), these results are associated with existing stereotypes in society about the impossibility of finding a job for a student with a disability upon graduation. In this interpretation, when psychological barriers are perceived as the dominant obstacle in teaching young people with disabilities at the university, the provision of targeted support for students at the university is necessary at the system level. public life students, and in the training of teachers for work in inclusive education. However, it should be noted that the main goal of the modern large-scale modernization of the education system towards its inclusiveness, implemented at the university, is to create a system that provides quality education and effective socialization of young people, regardless of their place of residence and health status, which involves the individualization of the educational process, the development of adaptive educational programs, the introduction of modern information and communication technologies and e-learning in the organization of the educational process, the development and implementation of tutor support technologies. The main strategic directions for the implementation of the project include strategies for preliminary training, social adaptation support, non-linear innovations, cascade learning, the formation of a subject-developing environment, mobility of inclusive processes in an educational organization, an inclusive student community, individualization of education and the formation of adequate a specific attitude to the problems of inclusive education. In order to achieve the main goal at the university, since 2013, a project has been implemented that solves a number of tasks: creating a service of the Commissioner for Disabled Affairs at the university; creating a SFedU resource coordination center for working with people with disabilities and people with disabilities; developing a methodology for inclusive education at the university; development of practice-oriented technologies for supporting all subjects of inclusive university education; design and development of technologies for monitoring the development of inclusive processes in educational institutions; development, testing and implementation of adaptive educational programs for professional training; development of specialized multimedia content and development of an e-learning system; system building continuing education and advanced training of teaching staff and specialists implementing inclusive practice; study, generalization, promotion, dissemination and implementation of the experience of inclusive education in Rostov region and in the Southern Federal District; creation on the basis of the SFedU of a center for training university teachers in Rostov-on-Don and the Rostov region in the field of teaching them to carry out their professional activities in an inclusive educational organization; development of programs for volunteer activities of students and employees of the SFedU; scientific and methodological support for educational organizations in the region that implement inclusive education. The staff of the Southern Federal University will need support resources to solve the tasks set by the project, some of them already exist and function effectively, some require modernization. Human resources: network modular training programs for specialists in the field of inclusive education, internship platform for inclusive education of the Southern Federal University, master's programs, advanced training courses, an e-learning system and counseling for teachers of inclusive education. Scientific resource: development of scientific schools leading interdisciplinary research in the field of inclusive education. Information resources: a system of operational information for subjects of inclusive education, a reference and methodological service for subjects of inclusion. Organizational resources: mechanisms for organizing inclusive education and their software and methodological support. Social adaptation: building an inclusive educational community in the space of a modern educational institution, a system of interaction with parents and society. Remote program: ensuring the activities of a network teacher, organizing webinars, skype communication, e-learning. Thus, inclusion in a broad sense is a pedagogical consequence of the principle that society should be analyzed as a holistic socio-cultural diversity. Since members of society differ in ethnic and cultural roots, social opportunities, the conditions and areas of activity in society should be accessible, regardless of differences, for everyone. So, inclusion is a socio-pedagogical phenomenon, therefore special needs (physiological, medical) from a socio-pedagogical position are perceived as barriers that prevent the implementation of people's participation in these areas of life. Such barriers arise in the architectural environment, educational space, methods and technologies of education and upbringing, in relation to society. The main objective of inclusion is to promote education by removing such barriers. Proponents of inclusion note that difficulties in education and socialization are caused not only by the above restrictions on personal activities, but also by adverse interactions. personal opportunities and environmental requirements. Under the conditions of inclusion, the main task of the education system is to work with the educational environment conducive to the development and realization of the student's personal potential, which is not a reason for organizing social segregation. When building a developing educational environment for inclusion, one should take into account not what the student cannot do due to existing violations, but what he can do despite the defect. So, inclusion in a broad sense is understood as a system that includes a number of interrelated processes that enable each member of society to fully participate in the life of society, taking into account their desires, needs and characteristics. Consequently, the content of the concept of "inclusion" includes differences in thinking, emotional worldview, worldview, cultures, traditions. Recognizing inclusion, society recognizes the diversity of the world and people with any special needs (not only those with disabilities). It is on this understanding of inclusion that we rely when building the process of professional training of students at the university.

URL: http://base.consultant.ru2. Convention on the Rights of Persons with Disabilities. Adopted by General Assembly resolution 61/106 of 13 December 2006. URL: http://www.un.org/ru/documents/decl_conv/conventions/disability.shtml3 garant.ru/hotlaw/federal/396011/4. Order of the Ministry of Education and Science of the Russian Federation of December 30, 2010 N 2211 “On Basic Educational Institutions of Higher Professional Education Providing Conditions for the Education of the Disabled and Persons with Disabilities” (2010 u/)/ URL: Electronic resource: http://www.bestpravo.ru/rossijskoje/dozakony/a7b.htm

Lilia Goryunova,

doctor of pedagogics sciences, head of the department of pedagogics,Southern Federal University, RostovonDonLarisa Guterman,

Candidate of biological sciences, associate Professor, Director of Resource coordination center for work with disabled persons and persons with disabilities, Southern Federal University, RostovonDonIntroduction of inclusive education as the innovative project of development of the UniversityAbstract.The article is devoted to the issues of organization of inclusive education in the conditions of functioning of the system of higher professional education. The authors offer a brief description of the project for developing the system of professional training of people with special educational needs in the Southern Federal UniversityKeywords: inclusion, inclusion education, vocational training of people with special needs.

Kolomeytsev Anton Pavlovich - specialist in inclusive education of the department of social and educational work

Fundamentals of inclusive education at the university

“Inclusive education is one of those concepts that requires a change in the habitual, formed over decades of ideas of all participants in the education system. Its humanistic and human rights components imply a change in the system of social relations and are based on other values than traditional education. Looking at education through an inclusive lens means changing the perception that the child is the problem and moving towards understanding that the education system itself needs to change.” (from a speech by S.V. Alyokhina, director of the Institute for Problems of Integrated (Inclusive) Education at the All-Russian Scientific School with International Participation, NSPU, 2012)

The study of the theory and practice of inclusive education (with an emphasis on the possibilities of university education), I divided into three stages (components):

Spatial and subject component, m arterial- technical equipment educational institution, due to the nature of students with disabilities .

Technical Solutions for Hearing Impaired Students

Transmit sound (such as a teacher's voice) from a microphone directly to the students' hearing aids or cochlear implant sound processors, allowing them to hear the information as clearly as possible without distortion. The teacher gets the opportunity to move freely around the classroom, not to raise his voice when explaining the material, to devote enough time to each student.

. They are an additional element of the FM system. Create comfortable hearing conditions for all groups of students. The lecturer's voice from the microphone through the FM transmitter goes to the loudspeaker, which evenly amplifies and distributes the sound throughout the room. At the same time, the signal from the transmitter reaches the FM receivers of students with hearing aids or cochlear implant sound processors. High-quality, clear sound is heard by everyone without exception. Also acoustic systems allow you to conduct classes on the development of speech with the hearing impaired without the use of FM receivers.

Provide high-quality, distortion-free audio signal transmission in conditions where the use of FM systems is not optimal. One-Stop Solution for rooms of any size. Various modifications of the systems (portable, portable, stationary, wall-mounted) allow them to be used in any situation where there is a need to transmit high-definition sound - from libraries and classrooms, lecture and conference halls to sports complexes, as well as when communicating with a hearing aid user or cochlear implants with the administration of educational institutions and teachers.

Designed for holding individual lessons development auditory perception, practicing rhythmic-intonational speech in corrective work with children and adolescents with hearing loss or speech impediments.

Technical solutions for visually impaired students

Consists of a personal computer with screen reader software and a video enlarger. Additionally, it can be equipped with a speech synthesizer, a 3D Braille printer, and reading devices. Allows you to work with graphic, textual and printed information. The use of such a multifunctional complex in an inclusive education environment helps students view textbooks in a convenient way, and thus participate in the work process on an equal basis with others.

Allow students with low visual acuity, as well as with other forms of visual impairment, to read literature, view illustrations and graphics. Manual, portable or stationary, these devices are able to fully satisfy the needs of visually impaired students in obtaining high-quality visual information.

They help to organize the educational process in accordance with the educational program. All textual information is duplicated in Braille. Equally convenient for use both in the classroom and at home to consolidate the knowledge gained.

A portable audio player helps students memorize educational material better, allows them to play important information recorded in the format approved by the All-Russian Society for the Blind at a convenient time and as many times as necessary. Large memory and intuitive clear interface make the use of the device convenient and comfortable.

Technical solutions for students with musculoskeletal disorders

The kits include a school desk with a side and back attachment, an orthopedic chair, a footrest, an abductor, additional supports. This furniture reduces muscle fatigue during classes, provides ease of movement and compliance with the rules for the location of students in the workplace during classes.

They help students with various impairments of motor functions to master computer literacy, they differ from standard keyboards in size, distance between keys, and more contrasting color of characters. Various modifications are adapted to different physical characteristics of users.

Universal technical solutions for students with various types of physical disabilities

The optimal solution for co-education of students with different health needs. The multifunctional work surface allows you to show films and presentations, draw and write with your fingers, a stylus or ordinary dry-erase markers, and perform various exercises.

A specially organized space helps to relieve psycho-emotional stress and excessive physical activity, restore the emotional background. In such rooms, classes can be held to develop motor activity and tactile sensitivity, activate brain activity and stimulate various senses.

For the safe and convenient location of students with disabilities in educational institution working on inclusive education programs, it is necessary to ensure the physical accessibility of both the building itself and all its premises: unhindered entry into the building on a wheelchair and access to any floor; independent movement along the corridors and classrooms; comfort when visiting sanitary zones; timely information about important events and events. The solution of these problems is facilitated by the use of various devices and devices.

Inform that the building is adapted for people with various types of disabilities.

It is reported that various obstacles may arise along the way, for example, glass doors, narrow passages, steps.

Reduce the risk of injury when walking on slippery surfaces - floors, stairs. Recommended for use in institutions where students with mobility difficulties study.

Designed to remotely call an assistant. Useful in many situations, such as when a student cannot enter a building on their own or if they have difficulty visiting the sanitary room.

They help students with various types of physical disabilities to freely enter the building, office, dining room and other premises.

They enable visually impaired and blind students to receive important sound information. They allow you to quickly determine your location and direction for further movement.

They indicate the direction of movement in the courtyard of the institution and inside the building. They help visually impaired students to quickly navigate, learn about the presence of obstacles.

Inform about the layout of the premises in the building. All necessary inscriptions are made in the form of flat-convex elements and are duplicated in Braille.

Designed to receive background information, displays an interactive floor plan of the building and walkways along it. Adapts to the specific requirements of the user, for example, the visually impaired can change the font size and color, and those with a violation of the musculoskeletal system can move the terminal control to a comfortable height. When connected to an information (induction) system, hearing-impaired students can use the terminal, receiving sound information directly to hearing aids or cochlear implants.

II . content-methodological component (concepts of education and upbringing, educational programs, forms and technologies of organization of education and upbringing) .

Under technologies of inclusive education we understand those technologies that lead to the creation of conditions for high-quality affordable education for all students without exception. Two large groups of inclusive technologies can be distinguished: organizational and pedagogical. Organizational technologies are associated with the stages of organizing an inclusive process: these are design and programming technologies, technologies for team interaction between teachers and specialists, technologies for organizing a structured, adapted and accessible environment.

The main idea of inclusive education is the constant monitoring of educational conditions in their entirety in order to take into account the educational needs and opportunities of participants in the educational process. Upon detection of barriers that arise for students in the educational process, its participants are included in the design of changes that create more effective educational conditions. Design and programming are essential technologies for implementing the principles of inclusive education. Thus, the participants in the educational process (administration, teachers, specialists, students) become not only users of programs, methods, technologies, didactic and logistical support, but also developers of the educational process and the conditions for its implementation.

Among pedagogical technologies, one can single out those that can be successfully used in inclusive practice by teaching staff and specialists. They can be classified according to the tasks and role in the organization of joint education of students with different disabilities.

Technologies aimed at mastering academic competencies in co-education: technologies for differentiated learning, technologies for individualizing the educational process.

Technologies for correcting educational and behavioral difficulties that arise in all participants in the educational process.

Technologies aimed at the formation of social (life) competencies, including acceptance, tolerance.

Technologies for assessing achievements in an inclusive approach.

At present, it can be said that the number of technologies is growing, which are aimed at creating a variety of learning conditions, taking into account different educational opportunities and interests.

III . Communicative and organizational component (features of the subjects of the educational environment, the psychological climate in the team, management features).

"Communicative competence" is a holistic, integrative, multicomponent mental education that determines the effectiveness of communication.

The communicative competence of a teacher, a specialist is considered by us as the ability for successful and effective pedagogical interaction with all participants in the educational space and with the social environment to solve a wide range of pedagogical problems.

When highlighting the structural components of communicative competence, there is also no single approach to this problem.

Based on the model of communicative competence, the following components of the teacher's communicative competence are distinguished:

the motivational-value component is represented by professional motivation, which is part of the motivation for learning, the pedagogical activity itself and its values, the readiness of the teacher for professional improvement; reflects interest in innovation activities, the desire for self-development and self-realization, the need for professional growth;

the cognitive component implies the presence of knowledge about the essence and role of communicative competence, the ability to solve problems that arise in the process of communication;

the operational-activity (behavioral) component is responsible for the communication skills necessary for a teacher in a variety of standard and non-standard situations, the ability for personality-oriented interaction during the educational process, the ability to maintain emotional balance, prevent and resolve conflicts in a constructive way, oratory, competent oral and written speech, the ability to develop tactics, techniques and strategies for active interaction with people, to organize their joint activities in order to achieve certain socially significant goals, the ability to objectively assess the situation of interaction between the subjects of the educational process, to predict and justify the result of the effectiveness of interaction.

All components are interconnected and interdependent. High level communicative competence involves the development of all its components.

Returning to the problem of training specialists for the field of inclusive education, it should be noted that a restructuring of the entire education system is required. In particular, it is necessary to include new modules in the training and retraining programs, which consist of special disciplines that ensure the readiness of specialists for broad partnerships and creative cooperation, not only in professional community but throughout the educational environment.

For the organization of inclusive education in institutions of higher professional education, of course, a barrier-free environment, a package of adaptive educational programs, a system of psychological, pedagogical, medical and tutor support, adapted distance learning technologies, an e-learning system, supplemented by a complex of traditional and innovative teaching methods, special training teaching staff. In a number of the above conditions, special attention today should be paid to the development of methodological innovations in the implementation of various approaches, technologies, means, conditions for inclusive education of people with disabilities, which allow building individual educational routes in accordance with the special needs and specifics of this contingent of students.

When designing a model of inclusive education, it is necessary to proceed from the understanding that this model should be not only adaptive, but also personalized and full-fledged. Unfortunately, at present in many universities there is a situation where, in practice, one or another type of the so-called “sparing” model is functioning in the educational environment of the institution. For an introduction to educational space It is not enough for a university of an inclusive educational model in a higher education institution to provide only the architectural accessibility of internal premises, campuses, dormitories, sports and cultural facilities or remote access to the developed portal with educational materials and test tasks. Renewal, advanced training or even in some cases retraining is also required by staffing training, since its implementation requires the full support of teachers, psychologists, social workers, tutors, consultants, assistants, representatives public organizations and social rehabilitation centers, employers, representatives of government agencies. Inclusive education places high demands on all participants in the educational process. From students with disabilities, it requires a lot of effort - the psychological and intellectual resources of the individual; from conditionally healthy students - understanding, tolerance, willingness to help and actively, fruitfully interact with other students, from teachers working in such groups, professionalism, special knowledge, special personal qualities, readiness and ability to cooperate. This, in turn, necessitates the provision of all participants in the educational process with the necessary psychological, medical and social support. In this regard, an important component of designing a model of inclusive education is the psychological and pedagogical support of inclusive education at a university as an organized system aimed at developing all components of the personal and professional potential of the subjects of the educational process, regardless of their capabilities: reflective, cognitive, active, affective -volitional.

Changes taking place in society are associated with active development information technologies. Accordingly, the design of an inclusive education model in high school is aimed at eliminating all kinds of barriers in the information and educational environment, based on a social and activity approach. This approach assumes the equality of all students and the provision of equal starting opportunities for everyone in obtaining high-quality higher education. noteworthy psychological features of this approach: if a student cannot perform a functional action because of his diagnosis, the problem should be sought not in the student himself, who cannot perform this action, but in how this action is organized and how it is better to organize it from a pedagogical point of view.

At present special conditions for the adaptation of students with disabilities have not been created in all higher educational institutions, often, students are forced to overcome barriers themselves and adapt to the educational environment. Also, in many cases, such an important component (taken into account in the developed model) as consultations with students and teachers on issues of joint learning and support for classmates with special needs does not receive development. When designing a model of inclusive education in the information and educational environment of the university, it is necessary to take into account the need for high-quality support for the student (from the educational system and the family), while it is important that the escort monitors the compliance of the information and educational environment in which the student with disabilities is located, his capabilities and development goals. Those specialists who accompany such a student in the process of integration and track his individual educational route are in the same environment with him, observing his development, correcting the resulting deformations in time. This also applies to inadequate methods of professional self-determination: for example, a number of students with SEN, as educational practice shows, lack their own professional intentions due to low self-esteem of health, passivity and personality traits, others, on the contrary, tend to underestimate the severity of their state of health, when a student wants to consider himself completely healthy and is convinced that he will soon recover, respectively, builds unrealistic plans that are unattainable according to his physical abilities.

In methodological terms, the model of inclusive education in the information and educational environment of the university should include the following structural components: the external learning environment, the theoretical and methodological foundations of inclusive education, the methodological system that determines the goals, content, forms, methods, teaching aids, subjects and partners of inclusive education.

The changes taking place in the process of pedagogical interaction in connection with the implementation of the possibilities of ICT tools make it possible to improve the technologies of information interaction carried out between the trainee / student, the teacher and the means of informatization and communication. One of the main components of the learning model in the information and educational environment of an educational institution is pedagogical interaction (teacher - learning tool - student, student - interactive learning tool, student - interactive learning tool - student), mediated by information and communication technologies.

Modern teaching aids based on information and communication technologies, due to their technological capabilities, allow building a completely new educational interaction. The use of interactive teaching aids and monitoring of educational results, interactive dialogue contribute to active pedagogical communication and interaction, allow you to better reflect on the studied material, and correct the educational process.

The joint selection by the subjects of the educational process of goals, content, forms and methods of educational activity in the learning process affects the achievement of a high cognitive and creative activity level, taking into account the balance and harmony between the social requirements of personal, professional development and the needs of the student's personality in self-determination, self-development, self-actualization .

Personal growth represents the development of all aspects of the personality. This is achieved by including the student in the cognitive, moral, research, independent, communicative and creative activities of the university.

The personal growth of a student with disabilities (the formation of his general culture, moral consciousness, self-awareness and behavior, the need for self-development) is facilitated by the humanistic orientation of pedagogical interaction, which manifests itself as:

pedagogical interaction, through subject-subject interaction (teacher-student, student-student), which allows participants in the learning process to implement their common learning activities aimed at achieving the learning goal. In interaction, the determining factor is the position of the teacher, based on the interests of the student's development: understanding, recognition, acceptance of him as a full partner, helping him.

For the personal and professional development of future specialists, the educational environment of the university is important, which is the conditions for the interaction of subjects of a higher educational institution within the framework of socio-cultural, activity, communication, and information factors. The creation and transformation of the educational environment of the university is a complex, multifaceted, large-scale problem. Its solution requires comprehensive resource, primarily scientific support.

Currently, there is no single approach and direction to the disclosure of the concept of "educational environment", since it is a multicomponent and multifactorial pedagogical phenomenon and is defined in various contexts. Despite the increased attention of scientists to the problem of the educational environment, there has not been a common understanding of the essence and content of this concept.

The educational environment as a pedagogical phenomenon was considered from different positions: environmental approach, acmeological approach, health-saving approach, professional approach, informational approach.

At present, the model of inclusive education of students with disabilities in the information educational environment is being actively mastered

It is understood as a set of, firstly, means and technologies for collecting, accumulating, transmitting, processing and distributing educational and professionally oriented information; secondly, the conditions conducive to the emergence and development of information interaction between the teacher, students and means of information and communication technologies. This approach is more in line with the goals of informatization of the educational process at the university.

The modern educational environment is based on the principles of openness, continuity, polyvariability and non-linearity. In this connection, there is a need to change teaching methods, it is necessary to synthesize strengths modern information technologies to create a new approach to improving education. The growing need to update knowledge, skills (competencies) and qualifications determines the active introduction of modern educational technologies into the educational process of the university, including open education, e-learning, remote and mobile technologies.

Modern students are active users of digital technologies and the Internet. For inclusive education, it is necessary to strengthen interactive learning. To organize interactive education of students, thematic educational Web-quests are being introduced. Educational Web-quests are informational content determined by the content of the educational topic, the goals and objectives of the final stage of its study and involve the completion of tasks using Internet resources. Currently, the project "Designer of educational Web-quests" is being developed and implemented in the educational process. The main purpose of using the Web constructor is to create a platform for the implementation of learning through thematic educational Web quests.

The systematic use of thematic educational Web-quests in teaching students allows us to solve the following tasks:

Strengthening the motivation of students for independent educational and cognitive activity during training due to additional motives of the game, competitive, cognitive, and other plan;

Use in educational process additional (electronic) methodological educational resources, new types of educational search and cognitive tasks of a generalizing and systematizing orientation, activating the research and independent activities of students;

Giving the final stage of work on the educational topic a new organizational form that is attractive to students.

The model of inclusive education of students with disabilities involves further study of the links between the components of the educational system, identifying the external links of the system, highlighting the main ones from them, defining and analyzing the structure and function of inclusive education.

Inclusive education, in addition to solving problems in the field of education, to a greater extent contributes to improving the quality of life of society.

Supporting the idea of inclusive education, implementing the implementation of inclusive practices, educational institutions operate in an innovative mode.

At the same time, one of the important tasks is the task of creating a sustainable, developing, effectively operating system of psychological and pedagogical support for inclusive education in educational institutions of various types and types.

Russia has assumed obligations to respect the right to education of people with disabilities. The relevance and timeliness of these actions is obvious, but significant modifications are needed in all areas of society, from education policy to the financial and economic supply of this process. Teachers, as a rule, do not have basic competencies about the intricacies of interaction and ways of teaching people with disabilities, since this knowledge was not included in the university curriculum. As a result, the category of people with disabilities is often among the maladjusted, and teachers develop a negative attitude towards inclusion. Nevertheless, people rethinking their attitude towards persons with disabilities, accepting not only the equality of their rights, but also the awareness of their obligation to give these persons with disabilities equal opportunities with all other people, forces them to find ways to solve the problem of inclusive education.

The activities of the latest education systems of many developing, developed countries are undergoing special modifications for society, making the transition to the concepts and to the most modern technologies used in the educational environment. Interethnic associations, as an important direction in the development of the educational system, offer inclusive or inclusive education, which will be aimed at obtaining a quality education and social adaptation of the individual. The current model of education originates from the idea of creating the same circumstances for people with different learning needs (including people with different psychophysical characteristics and gifted people).

Inclusive or inclusive education is a term used to describe the educational process of persons with special needs. Inclusive education is based on a worldview that excludes any discrimination of students, ensures equal treatment of all people and at the same time creates special conditions for students who have special educational needs.

Inclusive education is the process of development of modern education, which implies the availability of education for everyone, in terms of adapting to the various needs of all groups of consumers of educational services.

In Russia, inclusive education is only making its first steps, while in many countries of the Old World, most modern educational institutions are inclusive. It also obliges to create a flexible adaptive educational environment that can meet educational requirements every student.

The content of inclusive education includes educational institutions such as secondary vocational and higher education.

Creating a barrier-free environment in the process of education and training of people with disabilities is the goal of inclusive education. This set of goals is both the technical equipment of institutions and the development of special educational methods for teachers and courses for other students, which will be aimed at developing their interaction with people with disabilities. In addition, specialized technologies are needed that will be aimed at facilitating the process of adaptation of students with disabilities in a general education institution.

Today, inclusion on the territory of our country is regulated by the Constitution of the Russian Federation, federal law"On Education", the federal law "On the Social Protection of Disabled Persons in the Russian Federation", as well as the Convention on the Rights of the Child and Protocol No. 1 of the European Convention for the Protection of Human Rights and Fundamental Freedoms. In 2008, Russia signed the UN Convention on the Rights of Persons with Disabilities. The content of the article states that in order to realize the opportunity to receive a quality education, the participating countries are obliged to ensure inclusive education at all levels and the opportunity to learn throughout a person's life.

The development of inclusive education in our state ensures the continuity from inclusive education to an inclusive society, makes it more humane, reveals the potential of all people, promotes self-actualization.

In order to develop inclusion in universities, work is actively underway to prepare and create a barrier-free environment for the education and training of people with disabilities and people with disabilities, technical re-equipment of public places of institutes, classrooms and laboratories is being carried out:

ramps and handrails are installed in the educational building of the institute and in hostels;

special markings are applied to floors and walls;

sanitary facilities adapt to any health restrictions;

classrooms are equipped with specialized computers, multimedia projectors, amplifying devices that improve the quality and volume of sounds, etc.;

special lifts for wheelchair users, electronic interactive information panels for deaf and hard of hearing people are purchased.

The socializing and rehabilitating possibilities of the included education of people with disabilities in higher education are undeniable. Inclusive education should educate everyone in terms of adapting to various characteristics and physical disabilities, and can only be carried out in the context of real relationships, when different types of professions are mastered by people with physical disabilities already in their student years. During this period, self-esteem is formed, friendship and help from peers arises, communication between peers, confidence in one's own abilities, a worldview is formed, the spiritual content of a person with a disability, a willingness to exist and earn money in a society where everything is changing rapidly. Inclusive education implies both technical equipment from the architectural side of the educational institution, and specialized pedagogical technologies and programs aimed at the implementation of inclusion.

City and regional societies of disabled people can play a big role in the life of a student with disabilities. But universities do not always cooperate with them, since there are no points of interaction. Because of this, it is a little more difficult to find employment and integrate people into places of work that are loyal to the disabled. If such cooperation were the norm for our society, then the percentage of employed students after graduation would be higher. Since most universities are not directly involved in the employment of their graduates.

The number of students with disabilities entering the universities of our country is increasing. In this regard, it is required to create conditions for such students not only at the technical level (ramps, specially equipped bathrooms, etc.), but also at the methodological level. Here, professional and personal preparation of a teacher for work with students with disabilities comes to the fore, which implies the presence of a holistic system of qualities based on personal resources.

Problems of inclusive education

Inclusive education is developing on the basis of traditional and special education systems, combining them for the needs of people with disabilities and disabilities. As statistics show, about 4% of students from among persons with disabilities and disabilities are currently studying in higher educational institutions of the Russian Federation. This means that the majority of young people with disabilities are not covered by higher education, and special conditions need to be created to attract them. In the Russian Federation, a limited number of disabled people have access to higher education, mainly with sensory and motor impairments. To characterize the development of inclusive education in the system of higher education, it is necessary to study the legal, systemic, and pedagogical aspects of general and special education.

Inclusive education in the law "On Education in the Russian Federation" is defined as "ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities." It is being introduced in educational institutions of the Russian Federation to create conditions for obtaining quality education without discrimination by persons with disabilities, to correct developmental disorders and social adaptation, to provide early corrective assistance based on special pedagogical approaches and the most suitable languages, methods and ways of communication for these individuals, and conditions that are most conducive to obtaining education of a certain level and a certain orientation, and as well as the social development of these individuals.

The law determines that in order to organize inclusive education in universities, it is necessary to create special conditions, which are understood as “the use of special educational programs and methods of training and education, special textbooks, teaching aids and didactic materials, special technical training aids for collective and individual use, provision of services of an assistant (assistant) providing students with the necessary technical assistance, conducting group and individual remedial classes, providing access to the buildings of organizations engaged in educational activities, and other conditions without which it is impossible or it is difficult for students with disabilities to master educational programs”. It should be noted that in higher educational institutions there is a great differentiation in the areas of training, conditions, scientific and material base, which creates obstacles to the development of inclusive education.

AT major cities higher education institutions are making a faster transition to a joint system of student education, which is due to funding and the development of material and technical resources. While educational institutions in small towns are often unable to ensure inclusion.

An important stage in promoting the development of education for persons with disabilities was the ratification in Russia of the UN Convention "On the Rights of Persons with Disabilities" in 2012. The participating States stand for the provision of inclusive education at all levels and lifelong learning, which is recorded in Article 24 of the UN Convention.

Inclusive education in the system of higher education is defined as a process of joint learning, development and education of persons with disabilities and students without restrictions. It implies changing the educational conditions in institutions and focusing on the needs of each student. Many students with disabilities are unable to master the curriculum of universities in a timely manner and in the required volume. They need a program tailored to their characteristics and capabilities. An adapted curriculum and individual curricula are important conditions for successful education for persons with disabilities and disabilities. The need for this is written down in the law “On Education” and is being implemented in higher education institutions, which contributes to the transition to inclusive education and makes it possible for students with different needs to study by increasing the duration of training and reducing the teaching load. Such forms of education as distance education, external studies meet these requirements and are effective for students with disabilities. They include the possibility of studying according to an individually adapted program, setting extended terms for obtaining education, do not provide for a unified study schedule and do not require the creation of physical conditions to move students.

Persons with disabilities are forced to make efforts to move around the various institutions and to overcome the path to them. To eliminate these obstacles in 2010-2012. the "Accessible Environment" program was launched, contributing to the change of spatial and physical conditions, taking into account the needs of these individuals. Almost all educational institutions have ramps and elevators for students on wheelchairs indicating inscriptions are duplicated in Braille, the necessary hygienic conditions have been created.

On the present stage It is worth noting that the operation of the "Accessible Environment" program influenced the provision of accessibility and comfort for persons with disabilities and disabilities, contributed to the involvement of students with physical development disorders in educational institutions and their education on an equal basis with everyone else. The following shortcomings have been identified in the implementation of this program: many universities have created suitable conditions in only one of their buildings, often in the main building, despite the fact that people with disabilities are forced to attend training sessions in different buildings; some educational institutions have not yet adapted the conditions and organized the educational process. Also often difficult to access in institutions where students can apply in the course of research work. It can be scientific libraries, research institutes, archives, museums.

In order to train students with special educational needs, higher education institutions must have the appropriate technical equipment. In modern conditions, the educational process in educational institutions is carried out using visual, audio and information and communication technical means, of which slide projectors, cameras, tape recorders, players, music centers, video recorders, televisions, video cameras, multimedia projectors and computers with various applications are most often used. software. Technical means of education are a source of information, increase the degree of visibility, most fully meet the educational needs of students, make material available to all categories of students. To work with methodological and educational literature, it is important to organize an accessible network of electronic resources, create an electronic library, work on a computer with educational books allows you to perceive and process material, study a large volume necessary information. Simultaneously with the use of these technical means, universities are introducing special devices to create conditions for teaching people with various types of physical disabilities.

In higher educational institutions of the Russian Federation, the use of special training aids for persons with disabilities and disabilities is being implemented, and new forms of organizing the educational process are being created using new developments and a technical fund of rehabilitation facilities. An important factor in the education of visually impaired students is the release of educational and teaching aids with a larger font size and in Braille. Also, universities need to present educational materials at lectures and seminars in the form of multimedia presentations, which allows them to be summarized by all students, including students with hearing impairments, for whom the perception of verbal information only by ear is difficult, and foreign students. The focus of higher education institutions on the production and placement of textbooks and manuals for people with special needs is an important factor creation of a joint educational environment and accessibility of education.

The experience of leading educational institutions is studied and implemented in other universities of the country, which is a condition for the formation of inclusive education and the inclusion of students with health problems in the general educational environment. At the present stage, the conditions and environment are “adjusted” to the needs and characteristics of each student.

The possibility of acquiring and using technical means for the disabled and developing new devices is hindered by insufficient funding for inclusive education in universities.

Without constant funding, the development of inclusion is impossible, but the principle public policy in the field of education for persons with disabilities, “money follows the student” or normative per capita funding is currently not implemented systematically.

In modern conditions of the higher education system, the officially fixed status of a disabled person in the conditions of a university gives the right to use benefits when enrolling in budget places, payment social scholarships, support from the structures of the university, and in this case, the specific needs of this category are taken into account. However, the creation of these conditions does not contribute to a significant involvement of people with disabilities and disabilities, the lack of special physical and educational conditions in most universities, teaching aids and trained personnel who know the basics of special psychology and correctional pedagogy are a barrier to inclusive education.

After receiving higher education, most people with disabilities face the problem of finding employment in their specialty. As presented in the study of the Russian Union of Rectors: “A significant part of university programs contains as long-term plans combination of educational and vocational guidance for children with disabilities, which, along with training, includes their vocational guidance and assistance in finding employment”.

Another point of view on the employment of persons with disabilities is more consistent with Russian reality: often even a young person who has graduated from an educational institution (primarily with a complex defect, very serious sensory impairments) is deprived of the opportunity for further education and, most importantly, employment. The imperfection of legislation on the employment of persons with disabilities, the priorities of the market economy and employers impede employment, which affects the opportunity to have a good income and build a family life.

After analyzing the current situation of inclusive education in the system of higher education in the Russian Federation, we can conclude that not all conditions have been developed and there is a transition to inclusive education. At present, it is difficult to conclude how long the process of transition of the higher education system, including special educational institutions and public ones, to inclusive Universities will be. In universities at the present stage, active work is underway to develop the scientific aspects of inclusive education and their application in practice, international conferences are held, conditions are created and the number of students with disabilities is growing, which is in line with the new educational strategy for the equality of all students. In the Russian Federation, inclusive education is developing behind European countries and America, but at the same time it is possible to analyze the experience of other countries, identify positive features of inclusion and adapt them to the conditions Russian system education. Combining the traditional features of Russian special and general education with practical international experience is reflected in the concept of inclusive education in the Russian Federation.

The necessary conditions for the implementation of inclusive education in the higher education system of the Russian Federation today are:

1. Further improvement of the regulatory framework for inclusive education. Strengthening, first of all, the system of material security for its implementation.

2. Elimination of unsuitable conditions and incomplete coverage of the needs of students with disabilities.

3. When introducing inclusive education, one should take into account the differentiation of educational environments and conditions, the difference in areas of training, organizational forms, sources of funding for higher education institutions.

4. An important condition for obtaining education by persons with disabilities and disabilities is the use of e-learning tools and accessibility distance education in universities, however, this can also be an obstacle to communication and socialization of disabled people in the student environment.

5. Students with special educational needs need an adapted curriculum and curriculum, including individual terms and volume of mastering academic disciplines.

6. In higher education institutions, it is necessary to design and reconstruct buildings taking into account the mobile needs of students with various disabilities, including the provision of ramps, elevators, expansion of doorways, etc.

7. The use of special technical means of organizing the educational process (multimedia devices, hearing aids, textbooks in Braille, etc.) is required.

8. Teachers and staff should be trained to communicate with students with disabilities and disabilities, be ready to support the educational process and adapt to the special needs of each student.

9. It is necessary to introduce psychological and pedagogical support for students with disabilities in the educational process.

10. An important component of the educational environment is the relationship within the student body; the perception of persons with disabilities is ambiguous in different groups, which is connected with the culture of the team, the maturity of students, the attitude of teachers and society.

11. In order to introduce inclusive education in higher education institutions, it is necessary to form a unified system and educational policy, create unified educational standards and mechanisms for inclusion.

Literature

Alyokhina S.V. On monitoring the inclusive process in education / S.V. Alyokhina // MaterialsIInternational Conference "Inclusive Education: Methodology, Practice, Technologies". – MSUPU, 2011

Booth, T. Indicators of inclusion: a practical guide / T. Booth, M. Ainscoe; ed. Vaughan. - Translation by I. Anikeev / under the general. ed. M. Perfileva. - M .: ROOI "Prospect", 2013

Morozov N. AND.Legal space of inclusive education / N. I. Morozov. - (Pedagogical search: problems and judgments) // The world of education - education in the world. - 2012. -№ 1 (45) .

Necheporenko A. R. Legal Features various forms education for children with disabilities / A. R. Necheporenko. - (Actual problems of correctional pedagogy) // Correctional pedagogy. - 2011. -№ 5 . -FROM. 15-19. - Bibliography: p. 18-19

Ryapisova A.G. Study of the effectiveness of the educational process in terms of inclusive practice / A.G. Ryapisova, T.L. Chepel // Siberian Pedagogical Journal - 2013. - No. 2

Ryapisova A.G. Theory and practice of inclusive education: teaching aid: in 3 hours. Part 3. Theory and practice of inclusive education: the effectiveness of the educational process in conditions of inclusive practice / A.G. Ryapisova, T.L. Chapel. - Novosibirsk, NSPU, 2013

Chapel T.L. The effectiveness of the educational process in terms of inclusive practice: the results of monitoring studies / T.L. Chapel, T.P. Abakirova, S.V. Samuylenko // Psychological science and education. – 2014.

Yudina I. A.About the international scientific and practical conference« Inclusive education: problems, searches, solutions» / I. A. Yudina, N. A. Abramova, N. E. Kulikovskaya. - (Problems of integrated education) // Defectology. - 2012. -№ 1 . -FROM. 88-94

Theory and practice of social and humanitarian provision of inclusive education // Proceedings of the All-Russian Scientific School with International Participation / ed. ed. Ryapisova A.G. - Novosibirsk, NSPU, 2012

The article analyzes the current state of inclusive education in the system of higher education in Russia. For this, the regulatory, financial, methodological, pedagogical aspects of higher education were considered, scientific publications of Russian and foreign authors and statistical data were studied. In the course of the study, it was found that the conditions for the introduction of inclusive education have not yet been sufficiently developed and there is a combination of general and special education for the transition to inclusion. Currently, the regulatory and legal framework of inclusive education is functioning most fully, spatial, physical and technical conditions have been created, but at the same time, educational and methodological conditions and teaching staff are not prepared to meet the special educational needs of people with disabilities and disabilities. The article presents conclusions that characterize the current state of the main aspects of the implementation of inclusive education, the consistent comprehensive development of these aspects is necessary for the formation of inclusive education.

Remote education.

higher education

persons with disabilities

inclusive education

1. Voevodina E.V. Stigmatization of students with disabilities and adaptation strategies of Russian universities // Content, forms and methods of teaching in higher education. - 2012. - No. 6.-S. 1-59.

2. Law on the education of people with disabilities in the city of Moscow No. 16 of April 28, 2010

3. Kondratieva S.I. The mechanism for managing an innovative project to introduce an inclusive model of education in a university: Abstract of the thesis. ... cand. economic sciences - M., 2010. - S.3-7.

4. Kuchmaeva O.V., Petryakova O.L., Sabitova G.V. Problems of development of inclusive education in the capital // Education of schoolchildren. -2013. - No. 4. - S. 3-11.

5. Interuniversity study "Disabled students in Russian universities": website of the Russian Union of Rectors [Electronic resource] URL: www.rsr-online.ru (accessed 10.11.2013).

6. Staroverova M.S. Inclusive education. Methodological guide / M.S. Staroverova, E.V. Kovalev, A.V. Zakharova and others; ed. M.S. Staroverova. - M .: LLC "Humanitarian Publishing Center VLADOS", 2011.

7. Statistical data: website of the Federal State Statistics Service [Electronic resource]. -URL: www.gks.ru (accessed 02.11.2013).

Introduction

Inclusive education is developing on the basis of traditional and special education systems, combining them for the needs of people with disabilities and disabilities. As statistics show, about 4% of students from among persons with disabilities and disabilities are currently studying in higher educational institutions of the Russian Federation. This means that the majority of young people with psychophysical disabilities are not covered by higher education, and special conditions must be created to attract them. In the Russian Federation, a limited number of people with disabilities have access to higher education, mainly with sensory and motor impairments. To characterize the development of inclusive education in the system of higher education, it is necessary to study the legal, systemic, and pedagogical aspects of general and special education.

The aim of the work is to determine the current state of inclusive education in the system of higher education in the Russian Federation, to analyze the development of inclusion factors and the degree of its implementation.

The law determines that in order to organize inclusive education in universities, it is necessary to create special conditions, which are understood as “the use of special educational programs and methods of training and education, special textbooks, teaching aids and didactic materials, special technical training aids for collective and individual use, the provision of services an assistant (assistant) who provides students with the necessary technical assistance, conducting group and individual remedial classes, providing access to the buildings of organizations engaged in educational activities, and other conditions without which it is impossible or difficult for students with disabilities to master educational programs. ”It is worth noting that in higher educational institutions, there is a great differentiation in the areas of training, conditions, scientific and material base, which creates obstacles to the development of inclusive education.

In large cities, educational and higher institutions carry out a faster transition to a joint system of teaching children, which is due to the financing and development of material and technical resources. The regulation on inclusive education of persons with disabilities is prescribed by law No. .. In it, inclusive education is considered as "joint education (education), including the organization of joint training sessions, leisure, various types of additional education, people with disabilities and people who do not have such restrictions." Given this provision of the law, educational institutions began to introduce inclusive education, and it became necessary to develop changes in the higher education system.

An important step in promoting the development of education for persons with disabilities was the ratification in Russia of the UN Convention "On the Rights of Persons with Disabilities" in 2012. The participating States stand for the provision of inclusive education at all levels and lifelong learning, which is recorded in Article 24 of the UN Convention.

Let us define inclusive education in the system of higher education as a process of joint learning, development and education of people with disabilities and students without restrictions. It implies changing the educational conditions in institutions and focusing on the needs of each student. Many students with disabilities cannot master the curriculum of universities in a timely manner and in the required volume. They need a program tailored to their characteristics and capabilities. An adapted curriculum and individual curricula are important conditions for successful education for persons with disabilities and disabilities. The need for this is written down in the law “On Education” and is being implemented in higher education institutions, which contributes to the transition to inclusive education and makes it possible for students with different needs to study by increasing the duration of training and reducing the teaching load. Such forms of education as distance education, external studies meet these requirements and are effective for students with disabilities. They include the possibility of studying according to an individually adapted program, setting extended terms for obtaining education, do not provide for a single study schedule and do not require the creation of physical conditions for the movement of students.

Persons with disabilities are forced to make efforts to move around the various institutions and to overcome the path to them. To eliminate these obstacles in 2010-2012. the Accessible Environment program was launched to help change spatial and physical conditions to suit the needs of these individuals. Almost all educational institutions have ramps and elevators for wheelchair students, indicating inscriptions are duplicated in Braille, and the necessary hygienic conditions have been created.

At the present stage, it should be noted that the operation of the "Accessible Environment" program has influenced the provision of accessibility and comfort for persons with disabilities and disabilities, contributed to the involvement of students with physical development disorders in educational institutions and their education on an equal basis with everyone else. The following shortcomings have been identified in the implementation of this program: many universities have created suitable conditions in only one of their buildings, often in the main building, despite the fact that disabled people are forced to attend classes in different buildings; some educational institutions have not yet adapted the conditions and organized the educational process. Also often difficult to access in institutions where students can apply in the course of research work. These can be scientific libraries, research institutes, archives, museums.

In order to train students with special educational needs, higher education institutions must have the appropriate technical equipment. In modern conditions, the educational process in educational institutions is carried out using visual, audio and information and communication technical means, of which slide projectors, cameras, tape recorders, players, music centers, video recorders, televisions, video cameras, multimedia projectors and computers with various applications are most often used. software. Technical means of education are a source of information, increase the degree of visibility, most fully meet the educational needs of students, make material available to all categories of students. To work with methodological and educational literature, it is important to organize an accessible network of electronic resources, create an electronic library, work on a computer with educational books allows you to perceive and process the material, study a large amount of necessary information. Simultaneously with the use of these technical means, universities are introducing special devices to create conditions for training people with various types of physical disabilities.

In higher educational institutions of the Russian Federation, the use of special training aids for persons with disabilities and disabilities is being implemented, and new forms of organizing the educational process are being created using new developments and a technical fund of rehabilitation facilities. An important factor in the education of visually impaired students is the release of educational and methodological manuals with an increased font size and in Braille. Also, universities require the presentation of educational materials at lectures and seminars in the form of multimedia presentations, which allows them to be summarized by all students, including students with hearing impairments, for whom the perception of verbal information only by ear is difficult, and foreign students. placement of textbooks and manuals for persons with special needs is an important factor in creating a collaborative educational environment and accessibility of education.

The experience of leading educational institutions is studied and implemented in other universities of the country, which is a condition for the formation of inclusive education and the inclusion of students with health problems in the general educational environment. At the present stage, the conditions and environment are adjusted to the needs and characteristics of each student.

The possibility of acquiring and using technical means for the disabled and developing new devices is hindered by insufficient funding for inclusive education in universities.

Without constant funding, the development of inclusion is impossible, however, the principle of state policy in the field of education of people with disabilities “money follows the student” or normative per capita funding is not currently implemented systematically.

Researcher of the mechanisms of management of inclusive education Kondratieva S.I. gives the following classification of the main sources of funding for the implementation of inclusive education in universities:

I. Funds of the regional and municipal budgets. In Russian educational institutions, budgetary funds for financing can be attracted through the following mechanisms:

creation of a so-called experimental site, which allows educational institutions to introduce additional staff units of specialists and pay extra teaching staff and administrators involved in the experiment;
funding under one of the existing targeted programs of municipal, regional or federal status (for example, addressed to children or the disabled);
targeted, as a rule, one-time financing in excess of the usual estimate of educational institutions of individual events of inclusive education.

II. Extrabudgetary resources, which include:

grant funds received for inclusive education by university partners from public organizations, universities themselves or education authorities;
charitable contributions of sponsors, patrons. This assistance is provided both in cash and in kind - in the form of equipment and materials paid for by the grant: the labor of trainers, experts, consultants and community members.

Extra-budgetary resources are one of the main sources through which a barrier-free environment is created, and retraining of teachers and managers is carried out.

Teachers and staff of higher education institutions should provide support and assistance to persons with disabilities and disabilities in the educational process. However, at present, teachers do not have fully developed competencies to work with students with physical disabilities. For the preparation of teaching staff, courses are being developed on the skills of working with students of this category, but at the present time such retraining is not carried out. As noted in the inter-university study “Disabled Students in Russian Universities”, conducted in December 2010 by the Russian Union of Rectors: “The vast majority of universities noted the attitude of the teaching staff as completely loyal and friendly. Only in 3% of universities that provided data, their representatives indicated that they were wary.” Currently, studying in a group of a student with a disability is a special case and the teacher has to adapt to the educational needs of a student in this category. With the introduction of retraining of faculty to work with students with physical disabilities, teachers will be able to provide qualified educational support, explain educational material and establish contact with the student.

At the present stage of the introduction of inclusive education, it is important to take into account the psychological characteristics of students with disabilities and the barriers that arise during joint learning. When a person with disabilities enters a university, the process of adaptation is very important. Adaptation of students with disabilities and disabilities to the conditions of the university can be carried out in different forms: their inclusion in cultural programs, excursions, the creation of clubs for communication of students with disabilities, but these activities have not gained popularity, partly due to a small contingent of students with disabilities, partly due to that they dissimulate, that is, they do not want to stand out and prefer, as far as possible, to keep information about their state of health hidden. Upon admission, a student with a disability must independently get used to new conditions, workload, staff, teachers, universities do not have such care and attention to students . It should be concluded that at present, special conditions for the adaptation of students with disabilities and disabilities in universities have not been created, they are forced to overcome barriers themselves and get used to the educational environment. Educational work with students on the issues of joint learning and support for classmates with special needs has also not been widely developed; PSA of inclusive education helps to illustrate its basic principles, but it does not have a strong impact on public attitudes.

In modern conditions of the higher education system, as the researcher of inclusive education Voevodina E.V. notes: “the officially fixed status of a disabled person in the conditions of a university gives the right to use benefits when enrolling in budget places, paying social scholarships, support from the structures of the university, and in this case, the specific needs of this category are taken into account. However, the creation of these conditions does not contribute to a significant involvement of people with disabilities and disabilities, the lack of special physical and educational conditions in most universities, teaching aids and trained personnel who know the basics of special psychology and correctional pedagogy are a barrier to inclusive education. Often in universities, the only department for working with students with disabilities or any deviation in health is the trade union committee. They can help them get a social stipend or a grant, provide the necessary clothing and other assistance, keep records of students for different categories and groups of disabilities, as well as records of other socially unprotected groups of students. Data on students with disabilities and disabilities in the reports of universities is not fully presented, which hinders the development of conditions for their education and taking into account the needs, and also hinders scientific research into the education of people with disabilities.

After receiving higher education, most people with disabilities face the problem of finding employment in their specialty. As presented in a study by the Russian Union of Rectors: “A significant part of university programs contains, as long-term plans, the combination of educational and vocational guidance for children with disabilities, which, along with training, involves their vocational guidance and promotion of employment.”

Another point of view on the employment of persons with disabilities is more consistent with Russian reality, in particular, as Kuchmaeva O.V. : “Often, even a young person who has graduated from any educational institution (primarily with a complex defect, mental retardation or very serious sensory impairments) is deprived of the opportunity for further education and, most importantly, employment.” Imperfect legislation on the employment of persons with disabilities, priorities market economy and employers hinder employment, which affects the ability to have a good income, build a family life.

After analyzing the current state of inclusive education in the system of higher education in the Russian Federation, we can conclude that not all conditions have been developed and there is a transition to inclusive education. At present, it is difficult to conclude how long the process of transition of the higher education system, including special educational institutions and public ones, to inclusive Universities will be. In universities at the present stage, active work is underway to develop the scientific aspects of inclusive education and their application in practice, international conferences are held, conditions are created and the number of students with disabilities is growing, which is in line with the new educational strategy for the equality of all students. In the Russian Federation, inclusive education is developing behind European countries and America, but at the same time, it is possible to analyze the experience of other countries, identify positive features of inclusion and adapt them to the conditions of the Russian education system. Combining the traditional features of Russian special and general education with practical international experience is reflected in the concept of inclusive education in the Russian Federation.

conclusions

Having considered the conditions for the implementation of inclusive education in the higher education system of the Russian Federation, we can draw the following conclusions about its current state:

1. The regulatory framework for inclusive education is sufficiently developed, in particular, the Law “On Education” gives its precise definition and scope, which contributes to its implementation in educational organizations of all levels. However, at the regional level, the legal and regulatory framework is not sufficiently developed.

2. Unsuitability of conditions and incomplete coverage of the needs of students with disabilities are associated with incomplete accounting of their number in universities. As well as the lack of accounting for categories.

4. An important condition for obtaining education by persons with disabilities and disabilities is the use of e-learning tools and the availability of distance education in universities, however, this can also be an obstacle to communication and socialization of people with disabilities in the student environment.

5. Students with special educational needs need an adapted curriculum and curriculum, including individual terms and volume of mastering academic disciplines.

6. In universities, it is necessary to design and reorganize buildings taking into account the mobile needs of students with various disabilities, including the provision of ramps, elevators, expansion of doorways, etc.

7. The use of special technical means of organizing the educational process (multimedia devices, hearing aids, textbooks in Braille, etc.) is required.

8. To ensure funding, it is necessary to involve public and sponsor organizations.

9. Faculty and staff should be trained to interact with students with disabilities and disabilities, be prepared to support the educational process, and be responsive to the special needs of each student.

10. It is necessary to introduce psychological and pedagogical support for students with disabilities in the educational process.

11. An important component of the educational environment is the relationship within the student body; the perception of persons with disabilities is ambiguous in different groups, which is associated with the culture of the team, the maturity of students, the attitude of teachers and society, the conduct of propaganda work aimed at forming a loyal perception of persons with disabilities and a tolerant attitude towards them.

12. In order to introduce inclusive education in higher education institutions, it is necessary to form a unified system and educational policy, create unified educational standards and mechanisms for inclusion.

Reviewers:

Gagarin A.V., Doctor of Pedagogical Sciences, Professor, Deputy Head of the Department of Psychology in Science, Head of the Department of Acmeology and Psychology of Professional Activities of the Faculty of the MIGSU FBGOU VPO RANEPA under the President of the Russian Federation, Moscow.

Gulyaev V.N., Doctor of Pedagogy, Professor, Associate Professor of the Department of Pedagogy, Military University of the Ministry of Defense of the Russian Federation, Moscow.

Bibliographic link

Mikhalchi E.V. THE STATE OF INCLUSIVE EDUCATION IN THE SYSTEM OF HIGHER EDUCATION IN RUSSIA // Modern Problems of Science and Education. - 2014. - No. 2.;
URL: http://science-education.ru/ru/article/view?id=12445 (accessed 04/29/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Aleksandrova Natalya Alekseevna,

Gavrilova Ekaterina Alexandrovna

Saratov National Research State University named after N.G. Chernyshevsky,Saratov, Russia

The article is devoted to a review of the experience of organizing educational inclusion in Russian universities. The material of the article can be used by teachers working with students with special educational needs and opportunities. .
This article reviews the experience of organization of educational inclusion in Russian universities. The article can be used by a teacher working with students with special educational needs and capabilities.

Key words: inclusive education, student with special educational needs and opportunities, barrier-free environment, nosology, rehabilitation.
Keywords: inclusive education, student with special educational needs and opportunities, barrier-free environment, nosology, rehabilitation.

The modern system of higher professional education is designed to meet the individual educational needs of the student's personality. At the same time, there are groups of students whose educational needs are not only individual, but also have special features. The inclusion of students with special educational needs (students with disabilities, students with disabilities, students with special needs) in the general educational process of the university, in other words, inclusive education of students is a relatively new approach in Russian education. The problem of the formation of educational inclusion lies in the fact that a general-purpose university, in the case of teaching students with special educational needs, should expand its social functions, solving not only vocational educational, but at the same time rehabilitation tasks, and thereby acting as a dual rehabilitation educational pedagogical system.

Let us turn to the experience of organizing higher inclusive education in Russia. The oldest university that teaches students with special educational needs and opportunities (hearing impaired) is Moscow State Technical University. N.E. Bauman. Today the university is a large educational, research and methodological Center for the professional rehabilitation of the hearing impaired, which has gone through several stages in its development.

In 1934, 32 deaf and hard of hearing students were admitted to the university for the first time. They studied together with the rest on the basis of an integrative approach, according to the generally accepted university system of education, without special pedagogical support. Their experience has shown that students with hearing impairments can study in general universities.

In 1994, the university opened the faculty "Heading Training and Research and Methodological Center for Vocational Rehabilitation of Persons with Disabilities (Hearing Disabled)" (GUIMTS). The main direction of its work was the implementation and development of special educational and rehabilitation programs for engineering education of the deaf hearing impaired citizens. Special educational programs are adapted to different categories of students (according to nosologies, health reasons, social circumstances). GUIMC curricula in addition to disciplines aimed at mastering future profession, contain a cycle of disciplines "Education for life with a disability", the study of which helps a student with special educational needs and opportunities to adapt to studying at the university, to acquire the competencies necessary for further professional activity.

In 2004, the university was given the status of the "Federal Leading Center for the Education of the Disabled". In the same year, under the auspices of the MSTU. N.E. Bauman, a regional network of post-school education for the hearing impaired in Russia (PEN-Russia) began to function, which is a model of the federal education subsystem for all nosologies. It included Novosibirsk State Technical University, Vladimir State University, the Academy of the Tatar Institute for Business Assistance in Kazan, Chelyabinsk State University. In addition, MSTU im. N.E. Bauman took part in the creation of the International Network of Post-School Education for the Deaf, which included universities in the USA, Japan, China, South Korea, and others (a total of 13 countries) - PEN-International, and acquired the status of a network Center at the HPE level.

To support a barrier-free information and educational environment at the GUIMC MSTU. N.E. Bauman organized specialized multimedia audiences with automated workstations for students with hearing impairments. The selection and installation of classroom equipment is carried out taking into account their maximum compatibility with technical means rehabilitation used in the educational process (individual hearing aids, sound amplifying equipment, sign language interpreter screens, individual radio classes, multimedia devices to accompany the educational process).

With the help of information and communication technologies, a “Surdoportal” was created for students at the GUIMC, helping them to study various terms of technical disciplines based on sign language. The training uses computer textbooks, an information retrieval system for students, automated self-service tools for preparing methodological and lecture materials. The use of the above technological means and information and communication technologies in the educational process contributes to the auditory and speech development of students, as well as the formation of professional competencies.

Since 2000, the GUIMC has been working on the formation of a system to promote the employment of senior students (in part-time employment) and graduates with hearing impairments. The system was tested at industrial enterprises in the Moscow region and showed high efficiency.

Thus, at MSTU im. N.E. Bauman has formed its own technology for teaching students with hearing impairments, which can be considered not only innovative, but also socially effective, since graduates get the opportunity for further employment and professional growth.

Education for students with hearing impairments is also provided at the Institute of Social Rehabilitation (ISR) at the Novosibirsk State Technical University. In the conditions of the university complex, a system of continuous three-level professional training of students with hearing impairments is implemented in educational programs of higher, secondary and primary vocational education.

At the level of higher professional education, applicants with hearing impairments are admitted to all specialties of engineering and technical, social and humanitarian profiles. Training is conducted both in separate groups and in the general stream.

Ten specialties at the level of secondary vocational education and three at the level of primary vocational education in technical, arts and crafts and social areas are purposefully opened at the request of parents and regions where students live. Applicants with limited mobility can study remotely using digital computer technologies.

The ISR has a laboratory for sign language translation and a laboratory for hearing and speech, which carry out communicative support of the educational process. The Department of Informatics and the Laboratory of Information Technologies provide IT support for the educational process. In addition, the ISR provides psychological, pedagogical and social rehabilitation support for students with hearing impairments, which includes medical, psychological, and deaf-pedagogical activities. Such events include seminars, conferences, master classes dedicated to the problems of maintaining the health and rehabilitation of students with special educational needs and opportunities.

Novosibirsk State Technical University, as well as MSTU. N.E. Bauman, takes part in network projects of post-school education for the deaf PEN-International and Pen-Russia.

The Faculty of Information Technologies of the Moscow City Psychological and Pedagogical University (MGPPU) implements training for students with profound visual impairment. The training is based on tiflo-information technologies that allow a blind user to work independently on a computer. This type software known collectively as the ScreenReader. Programs of this type, without interfering with the operation of application software, intercept text messages and send them to a speech synthesizer or Braille display. In the educational process MSUPU the advantages of tactile and speech output are used through the joint use of a speech synthesizer and a braille display with a non-visual access program. it is voiced using a non-visual information access program or printed in braille. Such information technologies develop the independence of students, to a large extent compensate for the lack of vision, and form the competencies necessary for future professional activity.

Special line of work university was the training of specialists in the field of inclusive education. In 2009, based on MSUPU The Institute for Problems of Inclusive Education (IPIE) was created, the goals of which were scientific and methodological support for inclusive education, support for educational institutions that implement an inclusive approach, training and retraining of specialists in the field of inclusive education. Since 2010, IPIO has been teaching undergraduates in the direction of training "Psychology and Pedagogy of Inclusive Education". For employees of educational organizations implementing the practice of inclusive education, IPIO conducts advanced training courses, as well as internships under the programs "Organization of inclusive education in an educational institution", "Resource support for inclusive education", "Tutor support for children with disabilities in an inclusive educational institution" and etc.

The City Resource Center (GRC) for the development of inclusive education operates on the basis of the IPIO, conducting research work on the problems of educational inclusion, as well as supervising the holding of city scientific and practical seminars and conferences.

One of the MSUPE projects is the Education Without Borders portal (http://edu-open.ru), which is a base of scientific and methodological knowledge on inclusive education for teachers and parents. An interested teacher can become a co-author of the portal by offering his own methodological developments to the portal administration.

at the Saratov National Research state university named after N.G. Chernyshevsky (SSU), as one of the forms of training students, including those with special educational needs and opportunities, a correspondence form is implemented using distance learning technologies. The study by students of disciplines corresponding to the chosen field of study is organized on the educational portal "Distance Education System IpsilonUni" (https://ipsilon.sgu.ru). The university has developed a working program "Assistive information and communication technologies", aimed at developing students with special educational needs skills in working with a computer and electronic information and educational environment of SSU using assistive technologies, depending on the nosology. Such an experience is undoubtedly practical significance to adapt the work program, as well as the e-learning course in the distance education system to the needs of students with special health needs.

The Institute of Additional Professional Education of SSU conducts advanced training courses for teachers under the program "Inclusive Professional Education" in the amount of 108 hours. This advanced training program is aimed at developing professional competencies in a modern teacher that can be applied in the implementation of an inclusive model of education in higher education. Being built on a modular basis, the program introduces students to such issues as:

− regulatory and legal framework for ensuring the accessibility of education for students with special educational needs and opportunities;

− conditions for the formation of an inclusive educational environment (architectural accessibility, logistics, adapted educational programs);

− tasks of the structural unit responsible for inclusive education of students with special educational needs and opportunities;

− features of teaching students with special educational needs and opportunities of various nosological groups;

− features of the use of e-learning, distance learning technologies in teaching students with special educational needs and opportunities.

The Center for Inclusive Support and Social Adaptation of Students operates on the basis of SSU. The Center provides comprehensive social, health-saving, psychological and pedagogical support to students, including those with disabilities.

Summarizing the above, we can conclude that domestic universities allocate big role technological means and information and communication technologies in inclusive education, using their potential to meet the educational needs of students. This allows solving the problem of adapting the educational system to the special needs of each student.

Literature

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The article deals with the development of methodological innovations in the implementation of various approaches, technologies, means, conditions for inclusive education of people with disabilities, which allow building individual educational routes in accordance with the special needs and specifics of this contingent of students. For the organization of inclusive education in institutions of higher professional education, of course, a barrier-free environment, a package of adaptive educational programs, a system of psychological, pedagogical, medical and tutor support, adapted distance learning technologies, an e-learning system, supplemented by a complex of traditional and innovative teaching methods, special training teaching staff. The model of inclusive education in the information and educational environment of the university is presented in the form of a set of interrelated structural components: the external learning environment, the theoretical and methodological foundations of inclusive education, the methodological system that determines the goals, content, forms, methods, teaching aids, subjects and partners of inclusive education.

personal growth

learning model

information and educational environment

people with disabilities

inclusive education

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6. Chvanova M.S. An innovative approach to distance learning in a science-intensive educational environment / N.A. Kotova, A.A. Skvortsov, I.A. Kiseleva, A.A. Molchanov // International electronic journal "Educational Technology & Society". - 2015. - V.18. - No. 1. - R.377-394.

One of the socially significant problems of pedagogical science is the issue of teaching people with special educational needs (SEN) in the conditions of mass higher educational institutions. The development of inclusive education at the highest level of the educational system is an important condition for successful socialization, full participation in society, effective self-realization and self-development of people with disabilities in various types of professional and social activities.

The actualization of the inclusive learning strategy began to manifest itself in the world education system only in the 60-80s. 20th century During this period, the attitude towards people with OOP goes to new level. Significant international legal acts are being adopted that protect the rights of people with disabilities, boarding schools and specialized medical institutions for people who are lagging behind in development are being closed.

Analyzing the historical and theoretical foundations of inclusion as an educational strategy, let us turn to the content of the term "inclusive education". Inclusive education (French inclusif - including, lat. include - I conclude, include) is defined in modern pedagogical science as “the process of developing general education, which implies the availability of education for everyone, in terms of adapting to the various needs of all children, which provides access towards education for children with special educational needs”.

For the organization of inclusive education in institutions of higher professional education, of course, a barrier-free environment, a package of adaptive educational programs, a system of psychological, pedagogical, medical and tutor support, adapted distance learning technologies, an e-learning system, supplemented by a complex of traditional and innovative teaching methods, special training teaching staff. In a number of the above conditions, special attention, in our opinion, should be paid today to the development of methodological innovations in the implementation of various approaches, technologies, means, conditions for inclusive education of people with disabilities, which allow building individual educational routes in accordance with the special needs and specifics of this contingent students.

When designing an inclusive education model, we proceeded from the understanding that this model should be not only adaptive, but also personalized and full-fledged. Unfortunately, at present in many universities there is a situation where, in practice, one or another type of the so-called “sparing” model is functioning in the educational environment of the institution. To introduce an inclusive educational model in a higher educational institution into the educational space of a higher education institution, it is not enough to ensure only the architectural accessibility of internal premises, campuses, dormitories, sports and cultural facilities or remote access to the developed portal with educational materials and test tasks. Renewal, advanced training or even in some cases retraining also requires staffing training, since its implementation requires the full support of teachers, psychologists, social workers, tutors, consultants, assistants, representatives of public organizations and social rehabilitation centers, employers, representatives of government agencies. Inclusive education places high demands on all participants in the educational process. It requires a lot of effort from students with SEN - the psychological and intellectual resources of the individual; from conditionally healthy students - understanding, tolerance, willingness to help and actively, fruitfully interact with other students, from teachers working in such groups, professionalism, special knowledge, special personal qualities, readiness and ability to cooperate. This, in turn, necessitates the provision of all participants in the educational process with the necessary psychological, medical and social support. In this regard, an important component of designing an inclusive education model within the framework of the study was the psychological and pedagogical support of inclusive education at a university as an organized system aimed at developing all components of the personal and professional potential of the subjects of the educational process, regardless of their capabilities: reflective, cognitive , activity, affective-volitional.

The changes taking place in society are associated with the active development of information technology. Accordingly, the design of an inclusive education model in higher education is aimed at eliminating all kinds of barriers in the information and educational environment, based on a social activity approach. This approach assumes the equality of all students and the provision of equal starting opportunities for everyone in obtaining high-quality higher education. The psychological features of this approach deserve attention: if a student cannot perform a functional action due to his diagnosis, the problem should be sought not in the student himself, who cannot perform this action, but in how this action is organized and how best to organize it with pedagogical points of view .

At the moment, special conditions for the adaptation of students with SEN in higher educational institutions have not been created, they are forced to overcome barriers themselves and adapt to the educational environment. Also, in many cases, such an important component (taken into account in the developed model) as consultations with students and teachers on issues of joint learning and support for fellow students with special needs does not receive development. When designing a model of inclusive education in the information and educational environment of the university, we took into account the need for high-quality support for the student (from the educational system and the family), while it is important that the escort monitors the compliance of the information and educational environment in which the student with disabilities is located, his capabilities and development goals. Those specialists who accompany such a student in the process of integration and track his individual educational route are in the same environment with him, observing his development, correcting the resulting deformations in time. This also applies to inadequate methods of professional self-determination: for example, a number of students with special educational needs, as educational practice shows, have a lack of their own professional intentions due to low self-esteem of health, passivity and personal characteristics, others tend, on the contrary, to underestimate the severity of their state of health, when a student wants to consider himself completely healthy and is convinced that he will soon be cured, accordingly, he builds unrealistic plans that are unattainable according to his physical capabilities.

These problems were taken into account during the design of the author's model of inclusive education in the information and educational environment of the university.

In methodological terms, the model of inclusive education in the information and educational environment of the university includes the following structural components (figure): the external learning environment, the theoretical and methodological foundations of inclusive education, the methodological system that determines the goals, content, forms, methods, teaching aids, subjects and partners of inclusive education.

Personal growth represents the development of all aspects of the personality. This is achieved by including the student in cognitive, moral, research, independent, communicative and creative activities.

The personal growth of a student with SEP (the formation of his general culture, moral consciousness, self-awareness and behavior, the need for self-development) is facilitated by the humanistic orientation of pedagogical interaction, which manifests itself as:

pedagogical interaction, through subject-subject interaction (teacher - student, student - student), which allows participants in the learning process to implement their common learning activities aimed at achieving the learning goal. In interaction, the determining factor is the position of the teacher, based on the interests of the student's development: understanding, recognition, acceptance of him as a full partner, helping him.

Currently, there is no single approach and direction to the disclosure of the concept of "educational environment", since it is a multicomponent and multifactorial pedagogical phenomenon and is defined in various contexts. Despite the increased attention of scientists to the problem of the educational environment, a common understanding of the essence and content of this concept has not developed.

The educational environment as a pedagogical phenomenon was considered from different positions by A.I. Artyukhina (environmental approach), I.V. Ivanova (acmeological approach), V.N. Yakovlev (health-saving approach), V.A. Kucher (professional approach), S .A. Yardukhina (informational approach).

Model of inclusive education of students with SEP in the information educational environment

M.S. Chvanova introduces the concept of a professionally oriented information and learning environment. It is understood as a set of, firstly, means and technologies for collecting, accumulating, transmitting, processing and distributing educational and professionally oriented information; secondly, the conditions conducive to the emergence and development of information interaction between the teacher, students and means of information and communication technologies. This approach is more in line with the goals of informatization of the educational process at the university. The modern educational environment is based on the principles of openness, continuity, polyvariability and non-linearity. In this connection, there is a need to change teaching methods, a synthesis of the strengths of modern information technologies is necessary to create a new approach to improving education. The growing need to update knowledge, skills (competences) and qualifications determines the active introduction of modern educational technologies into the educational process of the university, including open education, e-learning, distance and mobile technologies.

The systematic use of thematic educational Web-quests in teaching students allows us to solve the following tasks:

Strengthening the motivation of students for independent educational and cognitive activity during training due to additional motives of the game, competitive, cognitive, and other plan;

Use in the educational process of additional (electronic) methodological educational resources, new types of educational search and cognitive tasks of a generalizing and systematizing orientation, activating the research and independent activities of students;

Giving the final stage of work on the educational topic a new organizational form that is attractive to students.

The model of inclusive education of students with SEP involves further study of the links between the components of the educational system, identifying the external links of the system, highlighting the main ones from them, defining and analyzing the structure and function of inclusive education.

Bibliographic link

Sanina E.I., Zhiganova O.M. MODEL OF INCLUSIVE EDUCATION IN HIGHER SCHOOL // Modern problems of science and education. - 2017. - No. 2.;
URL: http://science-education.ru/ru/article/view?id=26239 (date of access: 04/29/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"