Analysis of trends in the implementation of variable trajectories for supporting the professionalization of individuals with disabilities in higher education institutions

Introduction. Transformation of higher education in an inclusive context determines the need to assess the results achieved by universities and analyze existing trends in the implementation of measures to support the professionalization of individuals with disabilities in the university. The aim of this study is to examine the state of variable characteristics of an inclusive educational institution (inclusive policy, inclusive practice, inclusive culture) in universities and assessment of variable trajectories of organizational and methodological support for the professionalization of students with disabilities using the example of universities in 8 subjects of the Northwestern Federal District (universities of the network of the Resource Educational and Methodological Center of Cherepovets State University (REMC NWFD CSU). Materials and Methods. Monitoring approaches of the Ministry of Science and Higher Education of the Russian Federation to the functioning of higher education institutions were used as the main tools for evaluating variable trajectories of organizational and methodological support for inclusive educational provisions for individuals with disabilities and special educational needs. In order to analyze the data, the following methods of mathematical statistics were used: descriptive statistics (mean, median, standard deviation, minimum, and maximum); factor analysis (PCA) and percentage indicators to express the proportion in the general population of the sample. The study was conducted at the resource educational and methodological center of the North-West Federal District for people with disabilities of Cherepovets State University (REMC NWFD CSU) in the period from 2022 to 2025 using data from 28 partner universities within the RMC NWFD CSU network. Results. The authors analyzed data on the state of the inclusive context of university characteristics and described the existing variable levels of organizational and methodological support for students with disabilities. The article describes the heterogeneity of the implementation of inclusive policies, inclusive practices, and inclusive culture within the organizational and methodological support for students with disabilities. The authors justify the need for a systematic approach and individualization of inclusive support at the stage of mastering professional competencies in the chosen field of study, taking into account the nosological features of disabled individuals. Based on the data analysis on the implementation of variable trajectories of organizational and methodological support for the professionalization of individuals with disabilities in universities within the RMC NWFD ChSU network, a trend towards quantitative growth and qualitative transformation of the indicators of variable trajectories was determined: sustainability, focus on results, personalization, which indicates that universities have passed the stage of an energetic start and rational organization, and the consolidation of the most effective mechanisms. The study concludes that in recent years, universities have undergone a systematic transformation towards the real support for the professional development of individuals with disabilities: inclusive policy and inclusive practice have gone through the stages of an energetic start and rational streamlining, securing the most effective mechanisms. However, indicators of inclusive culture demonstrate points of promising growth and prove the need to implement unified approaches and a comprehensive set of measures to support and guidance variable trajectories of professional development for individuals with disabilities in universities. Conclusions. Variable trajectories of professional support for students with disabilities and special educational needs involve the implementation of a single integrated set of measures based on the development of scientifically grounded methodological support and a comprehensive analysis of the implementation of these components in the university (inclusive policy, inclusive practice, inclusive culture). This indicates the transition of higher education institutions to a new phase of development, where not only accessibility is important, but also the effect of the education received, which indicates a significant transformation of universities towards real support, rather than formal compliance with standards.