THE ROLE OF PRE-UNIVERSITY TRAINING IN INCLUSIVE HIGHER EDUCATION SYSTEM

Introduction: his article updates the issues of pre-University training, defines its strategic goals and objectives. The author's view on the concept of pre-University training, which is an important step towards the conscious receipt of higher education and profession. Examples of rich experience in solving problems of realization of pre-University training in foreign countries are given. The analysis of the organization of training at the senior level of General education in these countries. The issues caused by the problems of inclusive education at the stage of preparation for University in the Russian Federation are highlighted.

Materials and methods: n writing the article the method of theoretical generalization and formalization of the studied problem, the method of critical analysis of reporting documentation, electronic educational environment and the site of NSPU was used. K. Minin, the method of observation.

Results: on the basis of studying of domestic and foreign experience of the organization of pre-University training of persons with ovz and disability, and also the analysis of system of work of Mininsky University in this direction the main difficulties of professional self-determination and features of the choice of a post-school educational trajectory trained with ovz and disability were defined. The experience of the Minin University to include students of this category in the system of pre-University training was analyzed. Specific forms, methods and methods of work taking into account the nosological status of students are defined and characterized. practical experience of using the electronic educational environment of a higher school (on example of the site "Abiturients").

Discussion and Conclusions: on the basis of the analysis, a number of contradictions arising at the stage of pre-University training of persons with disabilities and disabilities in higher education institutions are identified. The article discusses the problematic issues in the existing relationship "school - University" and ways to solve them in the system of inclusive higher education. The importance of effective preparation for the study of persons with disabilities and disabilities in higher education for their socialization and successful mastering of the educational program of the University is proved.

1. Bayramov V.D. Pre-university vocational training for students with disabilities under the continuing education program: textbook. Ed. O.A. Trifonova. Moscow, 2016. 175 p. (In Russian).

2. Inclusive practice in higher education: educational-methodical manual. Ed. A.I. Ahmetzyanova, Т.В. Artemyeva, A.T. Kurbanova, I.A. Nigmatullina, A.A. Tvardovskoy, A.T. Fayzrakhmanov. Kazan, 2015. 224 p. (In Russian).

3. Kavokin S.N., Gaubrikh N., Chikinova L. Education of disabled people as a component of their complex rehabilitation. Innovatsii v rossiyskom obrazovanii. Spetsial'noe (korrektsionnoe) obrazovanie. Moscow, 2000, pp. 50-60. (In Russian).

4. Karpushkina N.V., Ol'khina E.A. Analysis of models of support for inclusive higher education in Western Europe. Vestnik Mininskogo universiteta, 2016, no. 4, pp. 51-62. (In Russian).

5. Kudryavtsev V.A., Kashtanova S.N. Monitoring of the conditions for the implementation of inclusive higher education in higher education institutions of the Russian Federation. Vestnik Mininskogo universiteta, 2016, no. 3, pp. 238-249. (In Russian).

6. Martynova E.A., Romanenkova D.F., Romanovich N.A. Organization of inclusive education of disabled people and persons with disabilities in professional educational organizations: a textbook. Chelyabinsk, 2016. 101 p. (In Russian).

7. Methodological recommendations on the organization of the educational process for the education of disabled people and persons with disabilities in educational institutions of higher education, including the equipment of the educational process: approved by the Ministry of Education and Science of the Russian Federation on 04.08.2014 no. АК-44/05. (In Russian).

8. Methodological recommendations for teaching students with disabilities and students with disabilities: textbook. Ed. O.A. Kozyrevoy. Krasnoyarsk, 2015. 93 p. (In Russian).

9. Methods of working with young people with disabilities in vocational guidance and career planning in the transition from school to working life: methodological recommendations. Moscow, Ekon-Inform Publ., 2003. 144 p. (In Russian).

10. Organization of vocational guidance work of higher education institutions with applicants with disabilities: methodical recommendations. Comp. V.D. Batukhtin and others. Chelyabinsk, 2004. 142 p. (In Russian).

11. Professional rehabilitation of disabled people: reference and information guide. Moscow, 2002. 14 p. (In Russian).

12. Professional orientation of disabled people and persons with disabilities in the system of multilevel education: organizational and methodological aspects: materials of the All-Russian Scientific and Practical Conference (Moscow, November 18, 2016). Comp. V.D. Bayramov, N.A. Orekhovskaya. Moscow, 2016. 847 p. (In Russian).

13. Psychological and pedagogical basis for teaching students with disabilities in the university: a textbook for teachers of higher professional education, working with students with disabilities. Ed. B.B. Aismontasa. Moscow, 2013. 196 p. (In Russian).

14. Romanenkova D.F., Romanovich N.A. Professional Orientation of Applicants with Disabilities and Entrants with Disabilities as a Prerequisite for Their Professional Education. Istoricheskaya i sotsial'no- obrazovatel'naya mysl', 2013, no. 4, pp. 23-28. (In Russian).

15. Romanovich N.A. Formation of readiness of disabled people and persons with disabilities to professional self-determination in the process of pre-university training: dis. ... cand. ped. Sciences: 13. 00.01. Chelyabinsk, 2015. 263 p. (In Russian).

16. Romanovich N.A. Peculiarities of vocational guidance for disabled people and people with disabilities in the context of inclusive vocational education. Inklyuzivnoe professional'noe obrazovanie: materialy Vserossiyskoy nauchno-prakticheskoy konferentsii. Chelyabinsk, 2014, pp. 56-59. (In Russian).

17. Syguchova O.A. Rehabilitation of students with disabilities in the process of primary vocational education: the author's abstract. dis. ... cand. ped. sciences. Chelyabinsk, 2005. 26 p. (In Russian).

18. Shafranov-Kutsev G.F., Tolstoguzov S.N. Vocational guidance practice of the university: monograph. Moscow, Logos Publ., 2014. 196 p. (In Russian).

19. Federal Law of the Russian Federation of 29 December 2012 no. 273-FZ "On Education in the Russian Federation". (In Russian).

20. Gordon J.-S. Is Inclusive Education a Human Right? // Journal of Law, Medicine and Ethics. Vol. Human Rights and Disability. Р. 754-767.

21. Low J. Negotiating Identities, Negotiating Environments: an interpretation of the experi¬ences of students with disabilities // Disability & Society. 1996. Vol. 11(2). Pp. 235-248; Leices¬ter M. and Lovell T. Disability Voice: educational experience and disability // Disability & Society. 1997. Vol. 12. No 1. Pp. 111-118.

22. Ict`s in education for people with special needs: Specialized Training Course / UNESCO Institute for Information Technologies in Education. Moscow, 2006. 160 р.

23. Vila L.E., Garcia-Aracil A., Mora J.-G. The Distribution of job satisfaction among young European graduates: Does the choice of study field matter? // The Journal of Higher Education. 2007. Vol. 78. No 1. P. 97-118.

24. Voltz D.L. What matters most in inclusive education: A practical guide for moving forward // Intervention in School and Clinic. 2001. Vol. 37. No1. Pp. 23-30.

25. O’Rourke J. Inclusive Schooling: if it’s so good – why is it so hard to sell? // International Journal of Inclusive Education. 2015. Vol. 19. No 5. Рp. 530-546.

26. Ryndak D.L. Defining school inclusion for students with moderate to severedisabilities: What do experts say? // Exceptionality. 2000. Vol. 8. No 2. Pp. 101-116.

27. Common European Principles for Teacher Competences and Qualification. Available at: http://www.pef.uni-lj.si/bologna/dokumenti/eu-common-principles.pdf (accessed: 16.03.2018).

28. O'Connor B., Power D., Watson R. and Hartley J. Students with disabilities: code of practice for Australian tertiary institutions. Available at: https://www.adcet.edu.au/resource/7014/students-with-disabilities-code-of-practice-for-australian-tertiary-institutions/ (accessed: 16.03.2018).

29. Werfhorst H.G. Cultural capital: Strengths, weaknesses and two advancements // British Journal of Sociology. 2010. Vol. 31. No 2. Pp. 157-169.

30. Hall J., Tinklin T. Students First: The experiences of disabled students in higher education. Report No. 85. Edinburgh: Scottish Council for Research in Education, 1998. Available at: http://www.scre.ac.uk/resreport/rr85/index.html (accessed: 16.03.2018).