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 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”.

1. Karpushkina N. V., Koneva I. A. K probleme modelirovaniya informatsionno-analiticheskogo soprovozhdeniya inklyuzivnogo vyisshego obrazovaniya [To the problem of modeling of information-analytical support of inclusive high education]. Problemyi sovremennogo pedagogicheskogo obrazovaniya [Problems of modern pedagogical education].Yalta: RIO GPA, 2016. Vyip. 53. Ch. 6, рр. 190–200.
2. Karpushkina N. V., Olhina E. A. Analiz modeley soprovozhdeniya inklyuzivnogo vyisshego obrazovaniya v stranah Zapadnoy Evropyi i Rossii [Analysis of models of  support of inclusive  high education]. Vestnik Mininskogo universiteta [Gerald of Minsk university], 2016, no. 4, рр. 31–39.
3. Kashtanova S.N ., Filchenkova I.F. Kriterialnaya baza dlya provedeniya monitoringa deyatelnosti vuzov i  regionalnyih  resursnyih  tsentrov   po   obucheniyu lits s ogranichennyimi vozmozhnostyami zdorovya i invalidnostyu [Elektronnyi resurs] [Criterial base for monitoring of activity in high education and regional research centers in education of disabled persons]. Sovremennyie nauchnyie issledovaniya i innovatsii [Modern scientific research and innovations],  2016, no. 10. URL: http://web.snauka.ru/issues/2016/10/72157 (Accessed: 19.11.2016).
4. Kudryavtsev V. A., Kashtanova S. N. Monitoring usloviy realizatsii inklyuzivnogo vyisshego obrazovaniya v vuzah Rossii [Monitoring of conditions of realization inclusive high education in universities]. Vestnik Mininskogo universiteta [Gerald of Minsk university], 2016, no. 3, рр. 23–31.
5. Medvedeva  E. Yu.  Olhina  E. A.  Sravnitelnyiy analiz razvitiya sistemyi inklyuzivnogo vyisshego obrazovaniya v Rossii i Germanii [Comparison analysis of development of the system of inclusive high education in Russia and Germany]. Problemyi sovremennogo pedagogicheskogo obrazovaniya [Problems of modern pedagogical education], 2016. Vyp. 53.  Chast  VII, рр.  340–349.
6. Medvedeva E. Yu., Olhina E. A. Otsenka obrazovatelnyih zaprosov vzroslyih s ogranichennyimi vozmozhnostyami zdorovya i invalidnostyu [Assessment of educational needs of adult disabled persons]. Problemyi sovremennoy nauki i obrazovaniya [Problems of modern science and  education],  2016, no. 37 (79), рр. 92–95.
7. Medvedeva E. Yu.  Kudryavtsev  V. A. Monitoring deyatelnosti vuzov i regionalnyih resursnyih tsentrov po obucheniyu invalidov: problemyi inklyuzivnogo vyisshego obrazovaniya v Rossii [Monitoring of activity of universities and regional research centers in education of disabled persons]. Sovremennyie nauchnyie    issledovaniya    i    innovatsii    [Modern scientific research and innovations], 2016, no. 10, рр. 481–488.
8. Medvedeva E. Yu.., Dvurechenskaya O. N. Monitoring protsessa realizatsii inklyuzivnogo vyisshego obrazovaniya v vuzah Rossiyskoy Federatsii [Monitoring of realization of inclusive high education in RF]. Vestnik Mininskogo universiteta [Gerald of Minsk university], 2016, no. 3, рр. 23–31.
9. Olhina E. A., Karpushkina N. V., Dvurechenskaya O.N. Monitoring deyatelnosti vuzov i regionalnyih resursnyih tsentrov po obucheniyu invalidov: analiz zarubezhnogo opyita [Monitoring of activity of universities and regional research centers in education of disabled persons]. Sovremennyie nauchnyie issledovaniya i innovatsii [Modern scientific research and innovations],  2016, no. 10 [Elektronnyiy resurs]. URL: http://web.snauka.ru/issues/2016/10/72155 9 (Accessed: 19.11.2016).
10. Holl Dzh., Tinklin T. Studentyi-invalidyi i vyisshee obrazovanie [Disabled students and high education]. Zhurnal issledovaniy sotsialnoy politiki [Journal of research of social politics], 2004. Vol. 2, no. 1, рр. 115– 126.