The article addresses the problem of academic mobility of students with disabilities in the system of higher education. It describes theoretical approaches to defining the concept and the essence of academic mobility from the point of view of relocating students and professors to other universities to achieve educational goals and in the context of special needs that students may have. Based on the content of the official sites of leading Russian and foreign universities, the organizational and pedagogical conditions for the development of academic mobility were analyzed. Such conditions include informational support, availability of personnel, regulatory and organizational support, psychological and pedagogical assistance. The study arrived at the conclusion that it is necessary to theoretically justify the academic mobility model for university students with disabilities, based on the principles of accessibility and universal design. The system of higher education should provide the opportunity to include all students, including those with special educational needs, in various forms of academic mobility. In the process of obtaining higher education, it is important to create conditions for the development of students’ readiness for change, flexibility, the realization of personal and professional activity.
About the autors:
Inga Valerievna Patrusheva1, Candidate of Pedagogical Sciences, Associate Professor of the Department of General and Social Pedagogy; Victoria Yurievna Volina2, Master Student seeking a Degree in Pedagogy.
Place of employment:
Tyumen State University1,2
625007, Россия, г. Тюмень, пр. 9 мая, 5; 1e-mail: email@example.com; 2e-mail: firstname.lastname@example.org
Text of scientific work: (PDF format)
higher education; inclusive education; mobility; academic mobility; students with disabilities; students with special educational needs; availability; universal design