Specificity of vocational training of students with disabilities in a higher educational institution

Problems arising in the process of vocational training of a student with disabilities can be conditionally divided into two groups: the first will include problems related to the content and effectiveness of the student with disabilities, the second - difficulties associated with the student’s personality traits that affect the results his training. It is these two aspects that constitute, in our opinion, the psychological and pedagogical specificity of vocational education of students with disabilities and work with them in the university [1, 2, 4].

In the personal aspect of the problems of vocational training of students with disabilities, the following personality characteristics are distinguished: difficulties in establishing interpersonal contact with fellow students, teachers, signs of a passive and often egocentric position; low level of independence; immaturity of the sense-motivational sphere; dependence on loved ones; overestimation of external indicators of general academic performance to the detriment of the quality of orientation in the mastered professional field. The listed characteristics, firstly, reduce the quality and effectiveness of educational activities of a student with disabilities, do not allow to fully engage in the subject space of professional activity; secondly, they make it difficult for a young person to enter the student body, to establish full-fledged professional and interpersonal relations. Taken together, these conditions form a psychologically uncomfortable situation of professional and personal development of a disabled student, which affects the success of his education and physical condition.

At Agrarian institute, the organization of the educational process is carried out on the principles of full integration of students with disabilities in order to obtain higher education in accordance with the specialty and the state educational standard on an equal basis with all students.

Purpose of the article: to identify the specifics, difficulties and barriers to vocational training of students with disabilities. To achieve this goal, the Academy conducted questionnaires and interviews of teachers and students with disabilities, integrated into the environment of communication with healthy students.

A questionnaire survey of the academy employees was carried out in order to study the awareness of teachers and staff about the typological characteristics of students with disabilities, the peculiarities of their education, as well as to identify common problems that exist in interaction with students with disabilities. 1[1, 2, 4]

The objective of the research is to analyze the specifics of vocational training of students with disabilities and substantiate ways to overcome them in pedagogical, psychological, organizational and managerial aspects. 2[1, 2]

At the time of the study, 75 students with disabilities are studying at the agrarian institute, 84.4% with disabilities. The questionnaire survey allowed us to identify the problematic field associated with teaching disabled students. In 42 teachers and 75 students with disabilities took part in the questionnaire survey. In the course of the study, we analyzed the attitude of teachers to the fact that students with disabilities receive education at the Humanitarian and Pedagogical Academy. It was found that: positive attitude - 95% of respondents; are indifferent - 4%; take for granted - 1%. The overwhelming majority of teachers have a positive attitude towards teaching disabled people at the university, which should contribute to the successful adaptation of this category of students in the university environment.

The study of teachers' awareness of the presence of students with disabilities in their groups showed that: 85% of respondents know that disabled people are studying in their study groups; no - 10%; I don't know - 5%. These data indicate that teachers are sufficiently informed about the presence of disabled students in academic groups. At the same time, 40% of the respondents noted that they need additional information about the characteristics of students caused by disability; 50% noted that there is no such need; 12% - found it difficult to answer.

Of interest is the data on the sources from which teachers receive information about students with disabilities. The following sources of information on the presence of disabled students in academic groups are: personal observations - 70% of respondents; students with disabilities themselves inform - 8%; dean's office employees - 38%; Center employees inform - 50%. As experience shows, students with disabilities themselves rarely tell teachers about the presence of a disability, which does not always have a beneficial effect on their learning process. This conclusion is confirmed by the data of the questionnaire survey: only 8% of students with disabilities inform the teacher about the presence of a disability and discuss the specifics of mastering the content of a particular academic discipline. A significant part of the respondents notes that they receive information about the presence of disabled students in the academic group through personal observations - 65% of respondents. We believe that the possibility of assuming the presence of disability using personal observations is valid only for students with severe visual and musculoskeletal impairments. In other cases, documentary evidence of a disability is required.

A positive attitude towards students with disabilities contributes to their positive socialization in the university environment. Answers to the question: “What attitude do students with disabilities evoke?” were distributed as follows: sympathy, pity - 10%, positive attitude, respect - 40%, attitude to all students -25%, undecided - 10%. Due to the fact that 60% of the respondents noted that in the process of work there are difficulties of various nature, we analyzed and systematized them.

Among the main difficulties, teachers identify the following: a low educational base of students with disabilities, an overestimation of their capabilities, results and quality of work, frequent complaints of difficulties, the requirement of indulgence in disability and the expectation of help, a high level of infantilism, the sensitivity of disabled students when establishing contact, the desire blaming others for your misfortunes. Thus, teachers associate the bulk of the difficulties arising in the process of teaching students with disabilities with the psychological characteristics of students.

According to the respondents: the state of health of students with disabilities is reflected in their educational activities - 85%; the quality of educational activity of disabled students does not depend on the state of health - 12%; I don't know -3%. Teachers note that a significant part of the difficulties in educational activities are associated with the cause of the health disorder and the severity of the disease. This is especially true for students with visual impairment, musculoskeletal system, serious somatic diseases. The state of health of students with disabilities affects educational activities in terms of psychological problems, the ability to record lectures, perform written work and difficulties in the independent development of additional information on the discipline. Some teachers note another side of this process, namely, improperly organized educational activities can negatively affect the health of a student with disabilities.