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, PhD in History, Director of the Institute of Psychology and Pedagogy, Tyumen State University, Tyumen, Russia, l.m. email@example.comFedina L.V.
, PhD in Education, Department of Psychology and Pedagogy of Childhood, Tyumen State University, Tyumen, Russia, firstname.lastname@example.orgKukuev E.A.
, PhD in Psychology, Тhe Chair of Child Psychology and Pedagogy, Institute of Psychology and Pedagogy , Tyumen State University, Tyumen, Russia, email@example.comPatrusheva I.V.
, PhD in Education, Department of General and Social Pedagogy, Tyumen State University, Tyumen, Russia, firstname.lastname@example.orgOgorodnova O.V.
, PhD in Education, Head of the Chair of Psychology and Pedagogics of Childhood, Tyumen State University, Tyumen, Russia, email@example.com
Academic mobility of students with disabilities is a gap in studies of inclusion in higher education. Meanwhile, academic mobility is an effective resource for shaping the key skills of the 21st century, the development of subjectivity, socialization and professionalization. Therefore, the inclusion of persons with disabilities in various forms of academic mobility is important for their success and social inclusion. The aim of the study is to identify the relationship between disability and nosology and involvement in academic mobility, as well as scientific (social) projects and networks. The study was based on the hypothesis of a direct link between health status and involvement in academic mobility. The sample included 1,142 university students from the Tyumen region, including 50 — with disabilities, 1092 — without disabilities. A comparative analysis of the components of academic mobility of students with and without disabilities revealed a higher level of readiness and involvement of students with disabilities in academic mobility and networks. With this we emphasize that 92% of students with disabilities do not participate in academic mobility programs, 68% have never participated in competitive activities (projects, grants), 44% do not belong to student communities, 20% do not maintain systemic ties with students of other universities. But these figures are even lower for students without disabilities. The gap between students' readiness for academic mobility and the lack of its infrastructure was revealed. The analysis of theoretical approaches revealed significant gaps in scientific knowledge of academic mobility of students with disabilities, its scale, dynamics, best practices, its psychological factors and the impact on the development of subjectivity, socialization and professionalization. We must make an inclusive breakthrough in higher education through the formation of a comfortable infrastructure of academic mobility as an organic part of an inclusive culture in higher education, ensuring the inclusion for everyone.
This research was supported by grant RFFI № 19-013-00373.
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