DEVELOPMENT TENDENCIES OF THE INCLUSIVE EDUCATION SYSTEM AT HIGHER MEDICAL SCHOOL: ADAPTATION, MAINTENANCE, PROFESSIONAL READINESS
ТЕНДЕНЦИИ РАЗВИТИЯ СИСТЕМЫ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ В ВЫСШЕЙ МЕДИЦИНСКОЙ ШКОЛЕ: АДАПТАЦИЯ, СОПРОВОЖДЕНИЕ, ПРОФЕССИОНАЛЬНАЯ ГОТОВНОСТЬ release_atwcieelzfhelk27uzfnbydska

by A.N. Zholudo, Ryazan State Medical University after Academician I. Pavlov, D.N. Os´kin, O.V. Polyakova, E.G. Vershinin, Ryazan State Medical University after Academician I. Pavlov, Ryazan State Medical University after Academician I. Pavlov, Volgograd State Medical University

Published in Bioetika by Volgograd State Medical University.

2020   Volume 26, p32-38

Abstract

This article considers the issues of adaptation and organization of the educational process, barrier-free environment and readiness for professional activity of students with disabilities in inclusive education in conditions of inclusive education in a medical university. The relevance of this work is determined by one of the priority areas of state policy in the field of higher education – access to higher education for people with disabilities in inclusive education. Inclusive education at the university is designed to ensure not only the realization of the right of students with disabilities in inclusive education to higher education, but also to solve the problems of socialization and professional demand for such people. In order to improve the process of introducing inclusive education at the Ryazan State Medical University named after Academician I.P. Pavlov, a study was conducted, the main problems and ways of solving them were identified, related to the organization of the educational process, the conditions of the barrier-free environment and the readiness for professional activity of students with disabilities in inclusive education. An increase in the proportion of university teachers who have undergone advanced training in inclusive education also contributes to solving problems. Adaptation of educational programs and educational and methodological support for persons with disabilities includes psychological, pedagogical and tutor support etc. The organization of the educational process using distance education technologies is one of the priority conditions for teaching students with disabilities and/or HIA. The use of this technology makes it possible to significant-ly expand and modify some educational standards for students with disabilities in inclusive education, namely, to create an individual way for each student with disabilities in inclusive education in a medical university. It is proposed to use training techniques such as: online consultation of teachers; VR technologies; availability of training materials 24/7; online webinars that facilitate the inclusion of such students in the educational and research activities of the university. The professionally organized educational space and educational process of the university provide not only a high level of mastery of professional competencies, but also contribute to the formation of personal qualities of students with disabilities in inclusive education, necessary for their successful socialization, life and activity in society.
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