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"Philosophy of Education"

2014 year, number 3

Round table В«Social adaptation of students with disabilities in the context of implementation of inclusive education in modern higher education: the world and russian experience»

O. V. Zinevich, V. V. Degtyareva
Novosibirsk State Technical University, Pr. Karla Marksa, 20, Novosibirsk, Russia
Keywords: social adaptation, higher inclusive education, vocational education, semantic communicative space of the University


This article is devoted to the review of topical problems of social adaptation of students with disabilities in the context of implementation of the practices of inclusive education both in Russia and in the world, discussed in the framework of the Round table held on 10 April 2014 in the framework of realization of the project «Enhancing knowledge and social potential: a module for the European integration of students with disabilities» (Erasmus programme, subprogramme J. Monet, September 2011 - August 2014). A lively discussion was prompted by the following issues: problems of inclusive education, humanitarian and institutional basis in the implementation of inclusive practices, motivation for getting higher education, social adaptation and support of people with disabilities in training, access to higher education through the development of remote and network infrastructure of the modern University. One of the main conclusions was the existence of an urgent need for a conceptual basis of the further development of inclusive education in Russian universities as conditions for the social adaptation and integration of students with disabilities. A special attention was paid to the problems of forming a single communication space for all participants in socialization of educational process: the teaching staff, students with disabilities, students with normal health. According to the participants, the leading task of implementing inclusive practice becomes the task of forming and development not only architectural-and-planning environment, but also the formation of psycho-pedagogical, educational-methodical and research infrastructure of educational institution of higher professional education. The most important conditions for this, according to participants, are: psychological readiness to interpersonal communication, removal of the motivational and value-related barriers among all participants of the educational process: disabled students, parents, students with normal health, and teachers. Researchers and specialists in the field of professional inclusive and special education emphasize the need for a serious examination of readiness of educational institutions to introduce and develop inclusive practices, not imitating the inclusion of people with disabilities but making it real. Both in Russia and abroad, the experts agree about the problems caused by the implementation experience of inclusion. In this regard, the task has become more urgent of comparative study of the experience of the countries of West and East in the implementation of inclusive education as a condition of successful social adaptation of people with disabilities.