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11«C@yL@qyiym-J©yrMaL»#18î42),2©19 / MEDICAL SCIENCES
UDC 376.2:378
Dzhabrailova V.S., Bielova S. Federal State Budget Educational Institution of Inclusive Higher Education «Moscow State University of Humanities and Economics», Russia, Moscow
DOI: 10.24411/2520-6990-2019-10600 ON INDIVIDUAL DIDACTIC SUPPORT AS A COMPONENT OF INCLUSIVE APPROACH IN HIGHER EDUCATION (EVIDENCE OF FOREIGN LANGUAGES TEACHING)
Abstract
The article discusses the implementation of an individual didactic approach in the process of foreign languages teaching in an inclusive higher educational institution. The authors provide a theoretical underpinning for the problem of the "inclusion " of each student with disabilities in the learning process, suggesting an algorithm for implementing an individual approach for each year of study and coming to the conclusion that the implementation of this algorithm will ensure better inclusion of people with disabilities in the training process which can allow them to translate their possibilities into action.
Key words: inclusion, disabled people, "disciplinary exclusion ", educational process, individual didactic support, vocational training, self-awareness, motivation.
"Full participation" as seen by the inclusion concept presupposes the disabled students' learning together with other people, cooperation with them, and acquisition of common experience. It implies the active involvement of each student in the learning process and the opportunity for each participant to openly express their opinions about this process. Moreover, it implies that students are accepted and valued as they are. The significant milestone of the exciting process of inclusive education has been the proposal of "normalization" (Arnaiz, 2003), which sees the inclusive education as the exercising of the inalienable right to a full, quality education for all, which guarantees personal development and maximum social integration, taking diversity among students as a core idea within the curric-ular process.
The development of inclusion in a higher educational institution implies getting rid of the methods aimed at excluding the student from the educational process, or the so-called "exclusion" techniques. For example, one of such methods is "disciplinary exclusion" which is a temporary or permanent exclusion of a student for violation of the rules of routine. Like inclusion, exclusion is a broad concept. It relates to the temporary or permanent negative impact of the "exclusion" techniques that form barriers to the full participation of a student in the learning process.
Inclusion minimizes all barriers to education for all students. Inclusion begins with the fact that there are differences between students. When developing an inclusive approach to learning, such differences are respected and are the basis of the educational process.
Students with disabilities are aware of their low social status and lack of employment prospects. They are often characterized by a lack of interest to the profession and the need to increase their competitiveness (Belozertzeva, Dzhabrailova, 2015). Individual didactic support should be aimed at compensating for physical defects, providing access to the necessary information, and ensuring conditions for successful development of a student's personality at a level that healthy people have. It is necessary to take into account the fact that a disabled person is an ordinary person who
has equal rights along with healthy people. But at the same time, in the process of socialization of this category of students, psychological problems arise when they are isolated from the outside world due to existing ailments, as a result of their unsuitability to the environment. This entails a number of consequences, namely, the emergence of emotional-volitional and behavioral disorders, depression. The vocational training process should focus on the development of self-determination skills, understood as the ability to make decisions regarding the questions that affect one's life and to act on the basis of these choices (Huges, 2013).
Analyzing the problems of persons with disabilities we divided them into two categories: objective and subjective ones. Objective problems embrace:
- lack of a public culture of adequate perception of persons with disabilities;
- low competitiveness: in the absolute majority of cases a person with disabilities as a professional is inferior to a person with normal psychophysical development.
Among subjective problems we can trace the following issues:
- low personal self-esteem of persons with disabilities and unpreparedness to enter into new public relations at the end of general education;
- lack of individual communicative experience outside the educational institutions or outside the family;
- individual disorders of psychophysical development, significantly limiting the possibilities of social and labor realization in a normative and objective way.
Solving problems of an objective nature requires efforts on the part of society and real actions of the teaching staff of an educational institution in which a disabled student is studying. Subjective problems can be caused by objective real conditions of the environment. These problems can be solved with the mandatory personal interest of each student with a disability. In order to stimulate this process, it is necessary to develop a mechanism that provides professional diagnostics, building an individual rehabilitation trajectory, employment assistance and career support throughout
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the entire training period. Consequently, people with disabilities need pedagogical support aimed at developing their personal qualities necessary in life, such as autonomy, readiness for self-reliance on the basis of work, communication, and the ability to build a life perspective.
The key to vocational training is the adaptive process, that is, the observation of the participant through performance to identify and refine the skills he/she needs in order to develop to achieve professional inclusion, and successful employment (Verdugo & Bermejo, 2009). Research into the existing practices shows that implementation of the inclusive process with the help of the individual didactic support in the academic environment is possible by means of the following actions and stages:
a) filling out a personal card of an entry interview with a student, with parents and relatives, studying the personal files of applicants, characteristics in order to get acquainted with future students, their living conditions, environment, identifying conflict situations, problems, behavioral skills, drawing up a social portrait, determining a predisposition to the mastery of a particular profession (before the beginning of training);
b) 1st year of training: diagnostics of psychological individual-typological personality traits, psychological and pedagogical support of disabled students during the period of adaptation to the educational process at a University, assistance in planning personal and professional growth for people with disabilities, in solving personal problems and problems of socialization, assistance in building constructive relations with the social environment, prevention of deviant and delinquent behavior, help with "the creation of an "area of personal independence" (Garrido, 2004)";
c) 2nd year of training: rendering help to disabled students in designing their personal and professional paths, strengthening self-reliance, psychological assistance to people with disabilities who are in a state of current stress, assistance in solving personal problems and socialization problems; improvement of the forms of individual work with this category of students in the educational process; organization of the system of effective control over the educational activities of persons with disabilities;
d) 3rd year of training: enhancing professional principles of the educational process, engaging students with disabilities in research work in accordance with their interests, enhancing the social activities of people with disabilities at the University;
e) 4th year of training: promoting the development of students' activity in the aspect of their professional training, increasing their level of self-organization and self-education; training people with stress coping skills; prevention of emotional burnout, the development of socio-psychological competence; assistance in solving professional and personal problems; analysis of the degree of adaptation and socialization of graduates to the practical content and real conditions of their professional activities; boosting formation of individual style of activity and further self-education of disabled people, their self-awareness.
Given the specificity of the subject, the process of learning a foreign language and translation should be implemented in the framework of a "socio-pedagogi-cal" model based on expanding the possibilities of their inclusion and active participation of students with disabilities in socio-cultural communication in accordance with the peculiarities of the development of their cognitive and emotional spheres. This model should be considered as a system-structural concept, the basic components of which are the following: socio-cultural environment, preceding factors (set of biological and empirical factors, individual characteristics of emotional-cognitive activity), taking into account individual differences in the learning process, learning a foreign language / fundamentals of translation in variable contexts; language skills acquisition in various contexts; learning outcomes. It should be emphasized that the core of this model is learning in a socio-cultural context that contributes to the formation of linguistic and non-linguistic skills and abilities in students. Learning a foreign language / translation in a socio-cultural context implies a maximum concentration of the teacher on the individual differences of students, which can be divided into two groups: cognitive and emotional. The components of a cognitive group are the features of intellectual activity, language proficiency and language learning / translation learning strategies. The emotional sphere includes attitudes to language, motivation and language barriers. These components should be considered in their interdependence and interdependence. So, for example, the position in relation to their own language and the language of other people has a strong influence on motivation, and a high level of motivation in turn reduces emotional anxiety in the success of learning a foreign language or, conversely, a high level of anxiety leads to a significant decrease in the level of motivation.
According to foreign scientists, the process of teaching a foreign language in a socio-cultural context should be aimed at the formation and development of the linguistic and non-linguistic skills of students. Realization of this goal involves modeling situations of real communication, during which communicative needs in the use of a foreign language, important for building future prospects for its study, are actualized. Proper organization of communicative activities of students in an inclusive audience allows you to increase the level of cooperation between all students without exception, the level of students' confidence in their abilities and attentive attitude to the needs of others; develop a system of differentiated exercises and schedule additional time for their implementation; implement immediate feedback between students, providing an opportunity to consolidate and expand students' language and speech skills. The use of a communicative approach to the education of students with disabilities is intended to ensure the formation and development of the main types of students' cogitative activity. One of the priorities of the teacher in this case is to assist the student in achieving success in learning.
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