Keyword: «assistive technologies»

Relevance of the research problem: currently, the issues of the use of information technologies and telecommunications in inclusive education have become very popular. It is difficult to overestimate the role of digitalization in inclusive education. Within the framework of this study, we will study not only the advantages that the introduction of information technologies in the educational process of modern schools provides, but also identify the most significant difficulties that teachers face in connection with the use of information technologies in the education of persons with special health needs. The authors tried to characterize the importance of information technologies and telecommunications in the process of inclusive education. The aim of the work is to identify and describe various possibilities of using ICT in inclusive education for persons with disabilities in the Russian Federation. The objectives of the study are to examine the problems of the process of education of children with disabilities, to analyze the conceptual foundations of inclusive education, to do a literary review on the topic of the study, analysis of research methods, analysis of the use of ICT in inclusive education, conclusions and discussion. Inclusive education equalizes the rights of ordinary children and children with disabilities, thereby providing the basis for a just society where everyone is equal and has the right to a complete education, regardless of individual characteristics and physical capabilities. In this context of problems, modern information and communication technologies are very advantageous, which act as a powerful tool of assistance and support in the process of teaching children with disabilities. Within the framework of this study, we will consider the prospects of using ICT in the education of children with disabilities. We will discuss the world practice of using ICT in inclusive education. This topic is problematic for all schools in the world today, since there is no developed mechanism that can be taken as a basis, as a correct and proven mechanism of inclusive education. Each school acts as an empirical object of research, which develops inclusive education on its mistakes. ICTs give us the opportunity to conduct experiments, which contributes to the birth and development of new methods and mechanisms of inclusive education. All people are different, and this fact complicates the mechanism of establishing inclusive education, since schools have to consider several times more ways to convey information flows to a student.

The relevance of the study is determined by the need to develop effective mechanisms for professional self-realization of students with disabilities at pedagogical universities of the re-united regions of the Russian Federation, where integration processes are accompanied by a high degree of uncertainty, transformation of value-normative guiding lines and a deficit of adapted career tools. The aim of the article is to provide theoretical substantiation, development and empirical verification of a structural-functional model for constructing the life perspective of students with disabilities, integrating resource-based, environmental and personal activity-oriented approaches. The methodological framework comprises systemic, axiological, activity-based, environmental and reflexive activity-oriented approaches, as well as a set of theoretical (analysis, systematization) and empirical (questionnaires, reflective interviews, case method) methods. The results of the study include: identification of four groups of barriers (sociocultural, psychological, informational, economic) and resource factors (adaptability, reflexivity, social responsibility); analysis of institutional opportunities (quota system, «Work in Russia» portal, Abilympics movement, Perspektiva Regional Public Organization for Disabled People programs, assistive technologies); development of a cyclic model comprising analyzing, goal-setting, content-technological (six modules: personality cartography, future constructor, opportunity navigator, personal effectiveness, special route, workshop) and reflexive-evaluative stages-blocks. The conclusion provides practical recommendations for implementing the model into the educational process of pedagogical universities at the re-united regions for administration, teaching staff, psychological and pedagogical services, and students. Prospects for further research are related to the digital transformation of the model, longitudinal tracking of graduates’ professional trajectories, and adaptation of the model for various nosological groups.