- World of Economics and Management
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- 2018
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- Methodology and methods of sociological research
Higher Education for the People with Disabilities in Russia: On the Path to the Inclusive Format
Tatyana Yu. Bogomolova
1. Institute of Economics and Industrial Engineering SB RAS, Novosibirsk, Russia
2. Novosibirsk State University
bogtan@rambler.ru
Sophiya V. Korzhuk
1. Institute of Economics and Industrial Engineering SB RAS
2. Novosibirsk State University
k-sofya-w@yandex.ru
The material was received by the Editorial Board: 09/09/2018
Higher Education for the People with Disabilities in Russia: On the Path to the Inclusive Format
Abstract
The article describes the modern Russian educational “landscape” where people with disabilities can realize their right to education. Based on the data provided in the Monitoring conducted by the Ministry of Education and Science of the
Russian Federation (data for 2015), to analyze teaching models for the students with disabilities, we have chosen the higher education institutions where a number of students with disabilities exceeds 30. The data from the Monitor-
ing were supplemented with the information which came from the websites of these educational organizations. It has been revealed that most of the selected higher education institutions fail to address the educational needs of the stu-
dents with disabilities (or do not indicate such an orientation thereto) and accurately articulate the educational format. The higher education institutions which implement specialized, integrated, and inclusive education models and a
“transitional” model from specialized to inclusive education appear to be more systematic in their teaching approaches for the challenged students. However, such higher education institutions do not constitute the majority. The key find-The article describes the modern Russian educational “landscape” where people with disabilities can realize their right to education. Based on the data provided in the Monitoring conducted by the Ministry of Education and Science of the
Russian Federation (data for 2015), to analyze teaching models for the students with disabilities, we have chosen the higher education institutions where a number of students with disabilities exceeds 30. The data from the Monitor-
ing were supplemented with the information which came from the websites of these educational organizations. It has been revealed that most of the selected higher education institutions fail to address the educational needs of the stu-
dents with disabilities (or do not indicate such an orientation thereto) and accurately articulate the educational format. The higher education institutions which implement specialized, integrated, and inclusive education models and a
ings in the analysis allow us to perceive that today there exists the system of learning and training students with disabilities, with inclusivity being a property of a particular higher education institution rather than the institute of higher
education as a whole.
Keywords
educational formats for the students with disabilities, inclusive education, higher education institutions of Russia, challenged persons, social inclusion
Funding
The research was carried out with the state assignment IEIE SB RAS project XI.179.1.3 “The society on the move: institutional environment, structures, practicians and subjects of social changes” АААА-А17-117022250126-1
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References
- Hughes K., Corcoran T., Slee R. Health-inclusive higher education: listening to students with disabilities or chronic illnesses. Higher Education Research & Development, 2016, vol. 35, no. 3, p. 488–501.
- Martynova E. A., Romanenkova D. F. Model' tsentra obrazovaniya invalidov v Chelyabinskom gosudarstvennom universitete na osnove sistemy integrirovannogo obucheniya. Voprosy obrazovaniya, 2006, no. 2, p. 112–121. (in Russ.)
References: Bogomolova T. Yu., Korzhuk S. V. Higher Education for the People with Disabilities in Russia: On the Path to the Inclusive Format. World of Economics and Management. 2018. vol 18, 4. P. 254–268. DOI: 10.25205/2542-0429-2018-18-4-254-268