Modern Strategies of Modelling Informational and Analytical Support of Inclusive Higher Education in Russia

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Abstract

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”.

General Information

Keywords: informational and analytical support, inclusive education, model of support, disabled person

Journal rubric: Monitorings

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2017220118

For citation: Karpushkina N.V. Modern Strategies of Modelling Informational and Analytical Support of Inclusive Higher Education in Russia. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2017. Vol. 22, no. 1, pp. 161–168. DOI: 10.17759/pse.2017220118. (In Russ., аbstr. in Engl.)

References

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Information About the Authors

Natalya V. Karpushkina, PhD in Psychology, Associate Professor, Kozma Minin Nizhny Novgorod State Pedagogical University, Nizhniy Novgorod, Russia, e-mail: karpushkina.nv@gmail.com

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