| Abstrakt: |
The educational needs of young people with disabilities are studied from the perspective of structural and functional analysis, sociology, pedagogy, monitoring the educational needs of students with disabilities, and socio-psychological well-being of students studying in inclusive groups, as well as the integration of people with disabilities into the community. The empirical basis of the research was formed by the data of the surveys of 2017 and 2018, in which 155 graduates with disabilities of general educational and special (correctional) schools of the Sverdlovsk, Chelyabinsk, and Kurgan regions took part. The survey of 2018 was conducted among 1047 students of the inclusive groups of 11 higher education institutions of the mentioned regions. The study reveals support for inclusive education by the vast majority of applicants and students with disabilities, as well as a significant majority of healthy students. Most students with disabilities choose their future occupation by the end of school. The level of social and psychological well-being and satisfaction with the overall student life is very high, according to both healthy students and students with disabilities. The assessments of the main components and conditions of the educational process are also approximately the same. There is also a discrepancy in their opinions on specific indicators. Thus, among students with disabilities, there are relatively more of those who positively assess the possibility of receiving medical and psychological assistance for a healthy lifestyle. The number of healthy students is relatively higher among those who positively evaluate the work of the dean's office, the student council and the warden council, leisure and recreation facilities, and extra-curricular activities. In obtaining higher education, social and psychological support, as well as the adaptation of training programs to their needs, are singled out from the list of needs of applicants with disabilities. Students of inclusive groups of higher education institutions point out the problems during the process of education and communication, medical and psychological assistance, leisure activities, and others. Based on the research results, it is recommended to continue monitoring the state of inclusive education and addressing its problems from the perspective of strengthening the integration of persons with disabilities into modern society. [ABSTRACT FROM AUTHOR] |
