Inclusive Education at the University: Problems and development prospects

UDC 378-056.2

https://doi.org/10.20339/AM.06-22.052 

Angelina L. Kuzevanova, Dr. Sci. (Sociology), Docent, Head of Sociology, General and Legal Psychology Department, Volgograd Institute of Management — branch of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation (RANEPA), e-mail: angelina2000@list.ru

Aleksandr Yu. Chernov, Dr. Sci. (Psychology), Professor of Sociology, General and Legal Psychology Department, Volgograd Institute of Management — branch of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation (RANEPA), e-mail: achernov1@yandex.ru

Valeria A. Zorkova, Cand. Sci. (Sociology), Associate Professor of the Department of Public Administration and Management of the Volgograd Institute of Management — branch of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation (RANEPA), e-mail: shirjaeva_v@mail.ru

Anastasia O. Ivashkina, specialist of “Marketing Communications Agency” LLC, Volgograd, e-mail: ivashkina.anastasia@mail.ru

The article presents an analysis of the results of a comprehensive sociological study conducted with the aim of identifying the problems of introducing inclusive education in universities and determining ways to solve them. This study was conducted taking into account the opinions of three groups of participants in the inclusive educational process: teachers, students and disabled people. To collect empirical information, the methods of a questionnaire survey and in-depth interviews were used, the study was conducted on the basis of the Volgograd Institute of Management, a branch of the RANEPA. The results of the questioning of teachers showed that the majority of respondents have a positive attitude towards inclusive education, however, negative stereotypes remain in their perception regarding certain groups of students with various types of disabilities. An analysis of the data from in-depth interviews with students showed that most of them have a positive attitude towards creating an inclusive environment at the university. However, it turned out that most of the interview participants are poorly informed about the goals, objectives, educational technologies, the planned results of inclusive education, about the rules and basics of interaction with students with disabilities. 71.1% of the surveyed disabled people showed a desire to study at a university, which indicates the social demand of this group of the population for higher education. Co-education with students without disabilities, according to 53.3% of survey participants, will provide an opportunity to receive a quality education and will allow them to participate in the life of the team. The majority of the surveyed disabled people generally positively assess the prospects for the development of higher inclusive education. The analysis of the collected empirical information made it possible to identify a set of problems in the development of inclusive education at the university: worldview, information, social and labor, organizational and educational. The solution of these problems can be carried out by creating an effective system of professional training of university teachers, organizing a student volunteer movement to accompany students with disabilities, forming support staff at the university to work with people with disabilities, and using distance education opportunities along with traditional forms of education.

Key words: inclusion, inclusive education, inclusive educational environment, co-education, students with disabilities, disability.

References:

1. Andreeva, R.V. Development of inclusive education at the university. Juvenis scientia. 2016. No. 1. P. 41–42.
2. Burilkina, S.A., Kaminsky, A.S. Student youth and inclusive education. Humanitarian and pedagogical research. 2018. T. 2. No. 2. P. 24–29.
3. Golikova, E.M., Sidorova, I.G. Implementation of inclusive education at the university. Problems of modern pedagogical education. 2018. No. 58-4. P. 70–72.
4. Report of the Ministry of Labor and Social Protection of the Russian Federation “State and dynamics of disability of the child population of the Russian Federation”. URL: https://mintrud.gov.ru/ministry/programms/36 (accessed on: 8.5.2021)
5. Zinovieva, V.I., Bersenev, M.V., Nosova, A.L. Inclusive education and higher education: analysis of opinions and factors of development. Bulletin of the Tomsk State University. History. 2020. No. 67. P. 181–187.
6. Zorina, E.E. Overcoming barriers in the implementation of inclusive education at the university. Education and science. 2018. V. 20. No. 5. P. 165–184.
7. Kokhan, S.T., Pateyuk, A.V., Antonov, V.L. Study of students’ attitudes towards inclusive education at the Transbaikal State University. Bulletin of Science and Practice. 2017. No. 3 (16). P. 257–260.
8. Lukyanova, N.A., Shchukina, N.I., Fell, E.V. Inclusion in the corporate culture of the university: approaches to understanding and directions of change. Vestnik nauki Sibiri. 2016. No. 1. P. 101–110.
9. Martynova, E.A., Romanovich, N.A. Structure and content of competencies of pedagogical workers of inclusive vocational education. Scientific support of the system of advanced training of personnel. 2014. No. 2. P. 40–47.
10. Popov, V.V., Muzyka, O.A. Inclusive education in the context of social transformations. Colloquium-journal. 2019. No. 6. P. 88–90.
11. Rodina, L.I. The readiness of a university teacher to organize inclusive education. Bulletin of the Samara University. History, Pedagogy, Philology. 2019. V. 25. No. 4. P. 91–99.
12. Romanenkova, D.F., Romanovich, N.A. Tasks and directions of activity of specialists of complex support of inclusive education of people with disabilities and persons with disabilities in a professional educational organization. Modern problems of science and education. 2016. No. 5. URL: https://science-education.ru/ru/article/view?id=25163 (accessed on: 05.09.2021).
13. Khusnutdinova, M.R. Risks of inclusive education. Education and Science. 2017. V. 19. No. 3. P. 23–46.
14. Schipankina, E.S. Organization of training for people with disabilities and people with disabilities in the university space: problems and promising solutions. Inclusive education: problems and prospects: materials of the international educational forum (October 20–22, 2015). Rostov-on-Don: Southern Federal University, 2015. P. 169–173.
15. Bartz, J. All inclusive?! Empirical insights into individual experiences of students with disabilities and mental disorders at German universities and implications for inclusive higher education. Education Sciences. 2020. No. 10 (9). P. 1–25.
16. Campoy-Cubillo, M.-C., Fortea-Bagán, M.-A. Panorama de la investigación y prácticas universitarias en el ámbito de las necesidades especiales. Cultura y Educacion. 2020. No. 32 (1). P. 9–16.
17. Gilson, C.B., Gushanas, C.M., Li, Y.-F., Foster K. Defining Inclusion: Faculty and Student Attitudes Regarding Postsecondary Education for Students with Intellectual and Developmental Disabilities. Intellectual and Developmental Disabilities. 2020. No. 58 (1). P. 65–81.
18. Llorent, V.J., Zych, I., Varo-Millán, J.-C. Visión del profesorado sobre la educación inclusiva en la universidad en España. Cultura y Educacion. 2020. No. 32 (1). P. 147–181.
19. Lukovenko T., Kalugina, N., Sorokin, N., Bulavenko, O. Accompanying persons with disabilities at university: skills development among volunteers. International Journal of Instruction. 2021. No. 14 (2). P. 935–952.
20. Moriña, A., Orozco, I. Facilitating the retention and success of students with disabilities in health sciences: Experiences and recommendations by nursing faculty members. Nurse Education in Practice. 2020. No. 49. DOI: 10.1016/j.nepr.2020.102902
21. Rillotta, F., Arthur, J., Hutchinson, C., Raghavendra, P. Inclusive university experience in Australia: Perspectives of students with intellectual disability and their mentors. Journal of Intellectual Disabilities. 2020. No. 24 (1). P. 102–117.
22. Wray, M. Additional support services and the utilisation of teaching assistants in university settings: dissuading inclusive practice or improving academic outcomes? Support for Learning. 2021. No. 36 (1). P. 102–115.
23. Zárate-Rueda, R., Murallas-Sánchez, D., Ortega-Zambrano, C. Inclusión educativa e inserción laboral desde el enfoque de capacidades: Una perspectiva fenomenológica y de diversidad functional. Revista de Investigacion Educativa. 2021. No. 39 (1). P. 265–282.
24. Yaqun, Z., Rebrina, F.G., Sabirova, F.M., Afanaseva, J.A. Blended Learning Environments in Inclusive Education at the University. International Journal of Emerging Technologies in Learning. 2020. No. 15 (21). P. 145–161.