Modern Strategies of Modelling Informational and Analytical Support of Inclusive Higher Education in Russia
The paper gives a description of modern approaches to the modelling of informational and analytical support of higher education in persons with disabilities. It proposes a model of such support depending on the type of disability and provides a detailed description of structure components of informa...
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| Autor*in: |
Karpushkina N.V. [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Russisch |
| Erschienen: |
2017 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Психологическая наука и образование - Moscow State University of Psychology and Education, 2015, 22(2017), 2, Seite 161-168 |
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| Übergeordnetes Werk: |
volume:22 ; year:2017 ; number:2 ; pages:161-168 |
| Links: |
Link aufrufen |
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| DOI / URN: |
10.17759/pse.2017220118 |
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DOAJ037859730 |
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| 520 | |a The paper gives a description of modern approaches to the modelling of informational and analytical support of higher education in persons with disabilities. It proposes a model of such support depending on the type of disability and provides a detailed description of structure components of informational and analytical support. It is argued that the main areas of support of individuals with disabilities are the following: adaptational and orientating (pre-university); organizational and coordinative; psychological and educational; academic; sociocultural; medical and health-improving; vocational (postgraduate) etc. Each area is comprehensively defined. The paper reveals the principles underlying the modelling of informational and analytical support of higher inclusive education, such as: the principle of expanding and shaping a tolerant ‘barrier-free’ environment; the principle of subjectivity and socialization; the principle of strong motivation and activity; the principle of dialogue; the principle of variation; and, finally, the principle of informational openness. This work was carried out with the support of the Government Contract of the Ministry of Education and Science of the Russian Federation (project 2016- 01.04- 05- 020 – F- 35.001) “Monitoring and Informational/Analytical Support of Regional Resource Centers for Higher Education for the Disabled”. | ||
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Modern Strategies of Modelling Informational and Analytical Support of Inclusive Higher Education in Russia |
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The paper gives a description of modern approaches to the modelling of informational and analytical support of higher education in persons with disabilities. It proposes a model of such support depending on the type of disability and provides a detailed description of structure components of informational and analytical support. It is argued that the main areas of support of individuals with disabilities are the following: adaptational and orientating (pre-university); organizational and coordinative; psychological and educational; academic; sociocultural; medical and health-improving; vocational (postgraduate) etc. Each area is comprehensively defined. The paper reveals the principles underlying the modelling of informational and analytical support of higher inclusive education, such as: the principle of expanding and shaping a tolerant ‘barrier-free’ environment; the principle of subjectivity and socialization; the principle of strong motivation and activity; the principle of dialogue; the principle of variation; and, finally, the principle of informational openness. This work was carried out with the support of the Government Contract of the Ministry of Education and Science of the Russian Federation (project 2016- 01.04- 05- 020 – F- 35.001) “Monitoring and Informational/Analytical Support of Regional Resource Centers for Higher Education for the Disabled”. |
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The paper gives a description of modern approaches to the modelling of informational and analytical support of higher education in persons with disabilities. It proposes a model of such support depending on the type of disability and provides a detailed description of structure components of informational and analytical support. It is argued that the main areas of support of individuals with disabilities are the following: adaptational and orientating (pre-university); organizational and coordinative; psychological and educational; academic; sociocultural; medical and health-improving; vocational (postgraduate) etc. Each area is comprehensively defined. The paper reveals the principles underlying the modelling of informational and analytical support of higher inclusive education, such as: the principle of expanding and shaping a tolerant ‘barrier-free’ environment; the principle of subjectivity and socialization; the principle of strong motivation and activity; the principle of dialogue; the principle of variation; and, finally, the principle of informational openness. This work was carried out with the support of the Government Contract of the Ministry of Education and Science of the Russian Federation (project 2016- 01.04- 05- 020 – F- 35.001) “Monitoring and Informational/Analytical Support of Regional Resource Centers for Higher Education for the Disabled”. |
| abstract_unstemmed |
The paper gives a description of modern approaches to the modelling of informational and analytical support of higher education in persons with disabilities. It proposes a model of such support depending on the type of disability and provides a detailed description of structure components of informational and analytical support. It is argued that the main areas of support of individuals with disabilities are the following: adaptational and orientating (pre-university); organizational and coordinative; psychological and educational; academic; sociocultural; medical and health-improving; vocational (postgraduate) etc. Each area is comprehensively defined. The paper reveals the principles underlying the modelling of informational and analytical support of higher inclusive education, such as: the principle of expanding and shaping a tolerant ‘barrier-free’ environment; the principle of subjectivity and socialization; the principle of strong motivation and activity; the principle of dialogue; the principle of variation; and, finally, the principle of informational openness. This work was carried out with the support of the Government Contract of the Ministry of Education and Science of the Russian Federation (project 2016- 01.04- 05- 020 – F- 35.001) “Monitoring and Informational/Analytical Support of Regional Resource Centers for Higher Education for the Disabled”. |
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Modern Strategies of Modelling Informational and Analytical Support of Inclusive Higher Education in Russia |
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https://doi.org/10.17759/pse.2017220118 https://doaj.org/article/7b3d0ffa4d15451ca5855c8410ce4ab6 http://psyjournals.ru/en/psyedu/2017/n1/karpushkina.shtml https://doaj.org/toc/1814-2052 https://doaj.org/toc/2311-7273 |
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