The article analyzes modern approaches to adult education in the context of preparing teachers to interact with students with disabilities acquired during combat and special military operations. Existing research and teaching methods for people with disabilities do not take into account the specifics of this population. We describied the socio-psychological characteristics of persons with disabilities , affecting the possibilities of adaptation and retraining. We formulated the main areas of necessary changes in educational practice: the formation of motivation for retraining, the creation of a friendly educational environment, the adaptation of the educational process to psychological characteristics of the students and their special educational needs. Emphasis is placed on the methodological aspects of organizing the interaction of teachers and students in the process of professional preparation: the use of pedagogical screening, digital technologies, the gamification method, and the universal design of educational and methodological materials.
{"title":"Scientific and Methodological Basis for Formation of Teachers Working with Students with Disabilities Acquired during Special Military Operations","authors":"G.Y. Kozlovskaya, Yu.V. Prilepko, E.A. Em, O.P. Demidenko, M.V. Kolokolnikova","doi":"10.17759/pse.2023280611","DOIUrl":"https://doi.org/10.17759/pse.2023280611","url":null,"abstract":"The article analyzes modern approaches to adult education in the context of preparing teachers to interact with students with disabilities acquired during combat and special military operations. Existing research and teaching methods for people with disabilities do not take into account the specifics of this population. We describied the socio-psychological characteristics of persons with disabilities , affecting the possibilities of adaptation and retraining. We formulated the main areas of necessary changes in educational practice: the formation of motivation for retraining, the creation of a friendly educational environment, the adaptation of the educational process to psychological characteristics of the students and their special educational needs. Emphasis is placed on the methodological aspects of organizing the interaction of teachers and students in the process of professional preparation: the use of pedagogical screening, digital technologies, the gamification method, and the universal design of educational and methodological materials.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"173 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139165643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
V. Rubtsov, G. Saitgalieva, O. A. Denisova, L. M. Volosnikova, L. Guterman, T. Krasnopevtseva, N. M. Borozinets, L.A. Osmuk
The article provides an analysis of the current state of inclusive higher education in Russia based on the results of the implementation of the Interdepartmental Comprehensive Action Plan to ensure accessibility of vocational education for people with disabilities for 2016-2018 (approved by the Government of the Russian Federation on May 23, 2016 N 3467p-P8).According to this Plan a set of measures was implemented to help ensure that persons with disabilities receive high-quality higher education. The development and adoption of this document marked the beginning of a new stage in the formation and development of inclusive higher education in the Russian Federation, which determined the goals, objectives and ways to achieve the main indicators of creating an accessible educational environment in Russian universities. Today in the Russian Federation a new Interdepartmental Comprehensive Action Plan has been developed and approved to increase the accessibility of secondary vocational and higher education for people with disabilities and limited health capabilities, including career guidance and employment of these persons. It was approved by the Deputy Prime Minister of the Russian Federation Tatyana Golikova No. 14000p-P8 (hereinafter referred to as the Interdepartmental Comprehensive Plan, ICP, VO, SPO). The 2021 ICP was formed by the Russian Ministry of Education and Science together with the Russian Ministry of Education, the Russian Ministry of Labor, other federal executive bodies and public organizations. The activities of the Interdepartmental Comprehensive Plan bring together more than 25 performers. The development of this Plan, as a strategic planning document based on the principles of succession and continuity, taking into account the stages and results of the implementation of previously adopted documents and largely determines the main directions for the development of inclusive higher education.
{"title":"The Purpose, Objectives and Main Directions of the Development of Inclusive Higher Education in the Russian Federation","authors":"V. Rubtsov, G. Saitgalieva, O. A. Denisova, L. M. Volosnikova, L. Guterman, T. Krasnopevtseva, N. M. Borozinets, L.A. Osmuk","doi":"10.17759/pse.2023280601","DOIUrl":"https://doi.org/10.17759/pse.2023280601","url":null,"abstract":"The article provides an analysis of the current state of inclusive higher education in Russia based on the results of the implementation of the Interdepartmental Comprehensive Action Plan to ensure accessibility of vocational education for people with disabilities for 2016-2018 (approved by the Government of the Russian Federation on May 23, 2016 N 3467p-P8).According to this Plan a set of measures was implemented to help ensure that persons with disabilities receive high-quality higher education. The development and adoption of this document marked the beginning of a new stage in the formation and development of inclusive higher education in the Russian Federation, which determined the goals, objectives and ways to achieve the main indicators of creating an accessible educational environment in Russian universities. Today in the Russian Federation a new Interdepartmental Comprehensive Action Plan has been developed and approved to increase the accessibility of secondary vocational and higher education for people with disabilities and limited health capabilities, including career guidance and employment of these persons. It was approved by the Deputy Prime Minister of the Russian Federation Tatyana Golikova No. 14000p-P8 (hereinafter referred to as the Interdepartmental Comprehensive Plan, ICP, VO, SPO). The 2021 ICP was formed by the Russian Ministry of Education and Science together with the Russian Ministry of Education, the Russian Ministry of Labor, other federal executive bodies and public organizations. The activities of the Interdepartmental Comprehensive Plan bring together more than 25 performers. The development of this Plan, as a strategic planning document based on the principles of succession and continuity, taking into account the stages and results of the implementation of previously adopted documents and largely determines the main directions for the development of inclusive higher education.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"135 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The effectiveness of inclusive higher education is determined by a complex of interrelated factors, including the readiness of university staff for inclusion. Taking into account the requests of the state and society, the strategy for the development of education in Russia, the central place in discussing the readiness of university staff for inclusion should take an assessment of the level of development of the inclusive culture as an integral indicator of inclusive competence and personal readiness, which became the goal of this study. The study was implemented on the basis of the Resource Educational and Methodological Center of the North-Western Federal District for people with disabilities of the Cherepovets State University from 2017 to 2023. The pilot study involved 1680 students graduated from the Resource Educational and Methodological center from 2017 to 2023, they filled a questionnaire to assess the level of inclusive culture. The representative sample is represented by 200 employees of 28 universities of the Northwestern Federal District. The results of the study showed that an inclusive culture is a specific neoplasm, the result of professional and personal development of specialists. The level of inclusive culture differs depending on the type of professional activity, it differs in the qualitative composition of the characteristics of representatives of the administration, teachers and educational support staff. Education on the topic of inclusion has a positive effect on the personal readiness for inclusion of university staff. However, the state of inclusive competence has a significant variability of characteristics within the surveyed sample and demonstrates the need for psychological and methodological support and diverse formation for university staff.
{"title":"Inclusive Culture as an Indicator of the Readiness of University Specialists to Support Inclusive Higher Education","authors":"O. A. Denisova, O. L. Lekhanova, T. Gudina","doi":"10.17759/pse.2023280608","DOIUrl":"https://doi.org/10.17759/pse.2023280608","url":null,"abstract":"The effectiveness of inclusive higher education is determined by a complex of interrelated factors, including the readiness of university staff for inclusion. Taking into account the requests of the state and society, the strategy for the development of education in Russia, the central place in discussing the readiness of university staff for inclusion should take an assessment of the level of development of the inclusive culture as an integral indicator of inclusive competence and personal readiness, which became the goal of this study. The study was implemented on the basis of the Resource Educational and Methodological Center of the North-Western Federal District for people with disabilities of the Cherepovets State University from 2017 to 2023. The pilot study involved 1680 students graduated from the Resource Educational and Methodological center from 2017 to 2023, they filled a questionnaire to assess the level of inclusive culture. The representative sample is represented by 200 employees of 28 universities of the Northwestern Federal District. The results of the study showed that an inclusive culture is a specific neoplasm, the result of professional and personal development of specialists. The level of inclusive culture differs depending on the type of professional activity, it differs in the qualitative composition of the characteristics of representatives of the administration, teachers and educational support staff. Education on the topic of inclusion has a positive effect on the personal readiness for inclusion of university staff. However, the state of inclusive competence has a significant variability of characteristics within the surveyed sample and demonstrates the need for psychological and methodological support and diverse formation for university staff.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"5 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139164509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article is devoted to the problem of designing a sociocultural educational environment for students with hearing impairment. The authors understand the sociocultural educational environment as a community of participants of the educational process, surrounded by certain conditions the educational organization creates for personal and professional self-realization. The key components of the educational environment are communicational, educational, physical, and socio-psychological components. At the same time, the key component specifically for students with hearing impairment is the communication component. It is communication that is placed as the object of transformation and change in the focus of designing an educational environment.
{"title":"Designing a Sociocultural Educational Environment for Students with Hearing Impairment","authors":"V.V. Degtyaryova, I.V. Zhdanova","doi":"10.17759/pse.2023280606","DOIUrl":"https://doi.org/10.17759/pse.2023280606","url":null,"abstract":"The article is devoted to the problem of designing a sociocultural educational environment for students with hearing impairment. The authors understand the sociocultural educational environment as a community of participants of the educational process, surrounded by certain conditions the educational organization creates for personal and professional self-realization. The key components of the educational environment are communicational, educational, physical, and socio-psychological components. At the same time, the key component specifically for students with hearing impairment is the communication component. It is communication that is placed as the object of transformation and change in the focus of designing an educational environment.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"133 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Affordable high-quality university education is a moral and legal imperative today. At the same time, there are still numerous barriers to get this university education. The orientation of higher education towards world rankings and economic efficiency indicators contradicts with inclusive values and goals. Inclusive politics needs radical revision and updating. The aim of this research is to design an inclusive university model based on universal educational design. The research method is a review and theoretical analysis of scientific publications devoted to inclusive higher education and published on the platforms SpringerLink, PubMed, Frontiers and Taylor & Francis Group. The paper examines the concepts of inclusive excellence and universal design for learning and provides a theoretical analysis of the possibility of using these approaches to transform a modern university. The authors propose a model that takes into account: organizational culture, indicators of inclusive excellence, principles of transformation of the educational environment, external factors, global and national context and the process of transformation (involvement, representation, action through a plurality of means and environments based on agency). The expected result is of high importance for Russian and world science and is in the trend of key scientific research of education and its transformation, focused on the values of social justice, accessibility and equal opportunities, and also responds to the crisis situation in the humanities.
如今，负担得起的高质量大学教育在道德和法律上都势在必行。与此同时，接受这种大学教育仍然存在许多障碍。高等教育以世界排名和经济效益指标为导向，与全纳价值观和目标相悖。全纳政治需要彻底的修正和更新。本研究的目的是设计一种基于通用教育设计的全纳大学模式。研究方法是对 SpringerLink、PubMed、Frontiers 和 Taylor & Francis Group 等平台上发表的有关全纳高等教育的科学出版物进行回顾和理论分析。论文探讨了全纳卓越和通用学习设计的概念，并对使用这些方法改造现代大学的可能性进行了理论分析。作者提出了一个模型，其中考虑到：组织文化、全纳卓越指标、教育环境转型原则、外部因素、全球和国家背景以及转型过程（参与、代表、通过基于代理的多元手段和环境采取行动）。预期成果对俄罗斯和世界科学具有重要意义，符合教育及其变革的关键科学研究趋势，侧重于社会公正、无障碍和机会均等的价值观，也是对人文学科危机形势的回应。
{"title":"Inclusive Excellence: A new University Model in the 21st Century Based on Universal Design for Learning","authors":"L. M. Volosnikova, L. V. Fedina","doi":"10.17759/pse.2023280602","DOIUrl":"https://doi.org/10.17759/pse.2023280602","url":null,"abstract":"Affordable high-quality university education is a moral and legal imperative today. At the same time, there are still numerous barriers to get this university education. The orientation of higher education towards world rankings and economic efficiency indicators contradicts with inclusive values and goals. Inclusive politics needs radical revision and updating. The aim of this research is to design an inclusive university model based on universal educational design. The research method is a review and theoretical analysis of scientific publications devoted to inclusive higher education and published on the platforms SpringerLink, PubMed, Frontiers and Taylor & Francis Group. The paper examines the concepts of inclusive excellence and universal design for learning and provides a theoretical analysis of the possibility of using these approaches to transform a modern university. The authors propose a model that takes into account: organizational culture, indicators of inclusive excellence, principles of transformation of the educational environment, external factors, global and national context and the process of transformation (involvement, representation, action through a plurality of means and environments based on agency). The expected result is of high importance for Russian and world science and is in the trend of key scientific research of education and its transformation, focused on the values of social justice, accessibility and equal opportunities, and also responds to the crisis situation in the humanities.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"125 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139164082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. V. Fedina, G. Kukhterina, G. Saitgalieva, Т.V. Semenovskikh, E.A. Soloveva
The high diversity of the student sets the requirements for redundancy of conditions and environments in a modern university. Unified models of formation and standards do not allow us to see the individuality of students and solve the problems of social inclusion. Professional training should take into account the satisfaction and well-being of students. We are exploring the indicators of psychological well-being and constructive behavioral activity among students studying in a diversity university environment. The empirical basis of the study was Tyumen State University, where the model of individual educational trajectories is implemented. The principles of individualization define the heterogeneity of the university environment at the educational, communicative and organizational levels. The study involved 537 students in the period from 2019 to 2023. The results allowed us to confirm that the diversity environment of the university ambiguously mediates indicators of psychological well-being. Students studying in changing and diverse environment give more importance to a personal growth and personal goals than those who study in the traditional bachelor's model. However, they are less open, not inclined to maintain trusting relationships, less autonomous in forming their own opinions and decisions. In a situation of forced isolation (COVID-19), the psychological well-being of students decreased, which may be due to insufficiently accumulated interpersonal relations during full-time study.
{"title":"Psychological Well-being of Students in a Diverse University Environment","authors":"L. V. Fedina, G. Kukhterina, G. Saitgalieva, Т.V. Semenovskikh, E.A. Soloveva","doi":"10.17759/pse.2023280607","DOIUrl":"https://doi.org/10.17759/pse.2023280607","url":null,"abstract":"The high diversity of the student sets the requirements for redundancy of conditions and environments in a modern university. Unified models of formation and standards do not allow us to see the individuality of students and solve the problems of social inclusion. Professional training should take into account the satisfaction and well-being of students. We are exploring the indicators of psychological well-being and constructive behavioral activity among students studying in a diversity university environment. The empirical basis of the study was Tyumen State University, where the model of individual educational trajectories is implemented. The principles of individualization define the heterogeneity of the university environment at the educational, communicative and organizational levels. The study involved 537 students in the period from 2019 to 2023. The results allowed us to confirm that the diversity environment of the university ambiguously mediates indicators of psychological well-being. Students studying in changing and diverse environment give more importance to a personal growth and personal goals than those who study in the traditional bachelor's model. However, they are less open, not inclined to maintain trusting relationships, less autonomous in forming their own opinions and decisions. In a situation of forced isolation (COVID-19), the psychological well-being of students decreased, which may be due to insufficiently accumulated interpersonal relations during full-time study.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"26 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents the results of experimental work on the formation of the competence of university teachers in inclusive education by means of information technology in additional professional education. Information technology is implemented on the basis of two components: information and technology. The didactic digital complex acts as an information component, the technological component provides the personification of the educational process, the use of a set of forms and methods of training for intensifying the process of additional professional education using information and communication technologies, creating conditions for the formation of pedagogical communities for the exchange of experience and interactive solving of the professional tasks in. 353 teachers from 6 educational universities were recruited for this study. The effectiveness of the study was confirmed by the method of mathematical statistics (Pearson's criterion).
{"title":"Experimental Work on Competence Building of a University Teacher in Inclusive Education by Means of Digital Technology","authors":"I. Vinokurova, I. Filchenkova","doi":"10.17759/pse.2023280610","DOIUrl":"https://doi.org/10.17759/pse.2023280610","url":null,"abstract":"The article presents the results of experimental work on the formation of the competence of university teachers in inclusive education by means of information technology in additional professional education. Information technology is implemented on the basis of two components: information and technology. The didactic digital complex acts as an information component, the technological component provides the personification of the educational process, the use of a set of forms and methods of training for intensifying the process of additional professional education using information and communication technologies, creating conditions for the formation of pedagogical communities for the exchange of experience and interactive solving of the professional tasks in. 353 teachers from 6 educational universities were recruited for this study. The effectiveness of the study was confirmed by the method of mathematical statistics (Pearson's criterion).","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"115 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S.R. Gevorgyan, M. Ispiryan, V.Zh. Sarkisyan, H.V. Tadevosyan
In this article, are considered the achievements and problems of the innovative educational project "Chess" implemented by Armenian State Pedagogical University named after Khachatur Abovyan in secondary schools. The purpose of the study: to identify the mechanisms of research and pedagogical interaction, as well as to analyze and summarize the results of many years of research of psychological and pedagogical support of the educational course "Chess in elementary school". The main research methods were the analysis and synthesis of the conducted studies, as well as the generalization of previously done empirical studies. Various empirical methods and methodological developments were applied: sociological survey, structured interview methods, focus group method, document content analysis, questionnaire method, testing, contextual questionnaires, projective drawing techniques, etc. The results of the research made it possible to correlate the educational results of the university subject "Theory and Practice of Teaching Chess" with the characteristics of qualifications in the specialty "Pedagogy" in the general educational standards for the subject "Chess". Accordingly, the methodological component was revised, providing educational results in the subject, which made it possible to ensure the diversity and expediency of the chosen teaching methods. Research results were taken into account, indicating the need to integrate chess with mathematics and other subjects, since chess have high potential for the development of such cognitive processes and skills of the 21st century as: decision making, critical thinking, cooperation and creative thinking is high. We determined the main provisions of the correlations between the research and educational activities of the university and educational institutions, and revealed the mechanisms of this interaction.
{"title":"Research and Experience of Teaching the Subject \"Chess\" in the Educational System of the Republic of Armenia","authors":"S.R. Gevorgyan, M. Ispiryan, V.Zh. Sarkisyan, H.V. Tadevosyan","doi":"10.17759/pse.2023280612","DOIUrl":"https://doi.org/10.17759/pse.2023280612","url":null,"abstract":"In this article, are considered the achievements and problems of the innovative educational project \"Chess\" implemented by Armenian State Pedagogical University named after Khachatur Abovyan in secondary schools. The purpose of the study: to identify the mechanisms of research and pedagogical interaction, as well as to analyze and summarize the results of many years of research of psychological and pedagogical support of the educational course \"Chess in elementary school\". The main research methods were the analysis and synthesis of the conducted studies, as well as the generalization of previously done empirical studies. Various empirical methods and methodological developments were applied: sociological survey, structured interview methods, focus group method, document content analysis, questionnaire method, testing, contextual questionnaires, projective drawing techniques, etc. The results of the research made it possible to correlate the educational results of the university subject \"Theory and Practice of Teaching Chess\" with the characteristics of qualifications in the specialty \"Pedagogy\" in the general educational standards for the subject \"Chess\". Accordingly, the methodological component was revised, providing educational results in the subject, which made it possible to ensure the diversity and expediency of the chosen teaching methods. Research results were taken into account, indicating the need to integrate chess with mathematics and other subjects, since chess have high potential for the development of such cognitive processes and skills of the 21st century as: decision making, critical thinking, cooperation and creative thinking is high. We determined the main provisions of the correlations between the research and educational activities of the university and educational institutions, and revealed the mechanisms of this interaction.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"166 S350","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139165772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. M. Borozinets, M. G. Vodolazhskaya, O.D. Salnikova, O.V. Solovyova, T.S. Shekhovtsova
The paper presents an analysis of scientific research on rehabilitation of persons with disabilities acquired during special military operations. We identified scientific deficiencies in secondary vocational rehabilitation and vocational retraining of these persons. We described main approaches of the concept of professional and psychological rehabilitation in the context of psychophysiological, psychological, professional-pedagogical and socio-environmental directions. The resource potential of educational institutions of higher education is analyzed from the point of view of the effectiveness of the implementation of this concept.
{"title":"The Concept of Professional Psychological Rehabilitation of Persons with Disabilities Acquired during Combats and Special Military Operations as a Resource for Organizations of Higher Education","authors":"N. M. Borozinets, M. G. Vodolazhskaya, O.D. Salnikova, O.V. Solovyova, T.S. Shekhovtsova","doi":"10.17759/pse.2023280605","DOIUrl":"https://doi.org/10.17759/pse.2023280605","url":null,"abstract":"The paper presents an analysis of scientific research on rehabilitation of persons with disabilities acquired during special military operations. We identified scientific deficiencies in secondary vocational rehabilitation and vocational retraining of these persons. We described main approaches of the concept of professional and psychological rehabilitation in the context of psychophysiological, psychological, professional-pedagogical and socio-environmental directions. The resource potential of educational institutions of higher education is analyzed from the point of view of the effectiveness of the implementation of this concept.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"29 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The relevance of the study is the need to improve the quality of formation of teaching inclusive education. The purpose of the study was to identify an assessment of the motivational-cognitive aspect of the readiness of future teachers to work in inclusive environment comparing with their level of readiness. The materials of empirical research are obtained from a sample of 5th year students of “Pedagogical Education” at the Southern Federal University (N=104) and teachers in the city of Rostov-on-Don and the Rostov region (N=12739). The leading research method is analysis of the results of a survey of university students and schoolteachers. The results of the study showed that the average level of readiness for inclusive education prevails among respondents. The results of the study make it possible to say that the leading criterion for teachers’ readiness is motivational and cognitive, with skillful knowledge of humanitarian and assistive technologies for working with persons with disabilities. The materials of the article are of practical value for the design of teacher training programs in higher and additional professional education
{"title":"Motivational and Cognitive Aspects of Formation of Teachers’ Professional Readiness for Professional Activities in Inclusive Education","authors":"L. Guterman, L. Goryunova","doi":"10.17759/pse.2023280609","DOIUrl":"https://doi.org/10.17759/pse.2023280609","url":null,"abstract":"The relevance of the study is the need to improve the quality of formation of teaching inclusive education. The purpose of the study was to identify an assessment of the motivational-cognitive aspect of the readiness of future teachers to work in inclusive environment comparing with their level of readiness. The materials of empirical research are obtained from a sample of 5th year students of “Pedagogical Education” at the Southern Federal University (N=104) and teachers in the city of Rostov-on-Don and the Rostov region (N=12739). The leading research method is analysis of the results of a survey of university students and schoolteachers. The results of the study showed that the average level of readiness for inclusive education prevails among respondents. The results of the study make it possible to say that the leading criterion for teachers’ readiness is motivational and cognitive, with skillful knowledge of humanitarian and assistive technologies for working with persons with disabilities. The materials of the article are of practical value for the design of teacher training programs in higher and additional professional education","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"134 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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