RESOURCE TRAINING AND METHODOLOGICAL CENTER FOR THE TRAINING OF PEOPLE WITH DISABILITIES: EXPERIENCE AND DIRECTION OF DEVELOPMENT

Introduction: The presented article is devoted to the new and actual direction in the system of higher education - the development of inclusive education. The experience of creating a resource training and methodological center (RТMC) of the University of Minin in 2017 is presented, the directions of its activity in 2017 and the results are described. The article outlines the role of RТMC in the development of inclusive culture.

Materials and methods: The method of analyzing the literature of domestic and foreign authors was used as the basis for writing the article; the monitoring data of the state of inclusive higher education, which was implemented within the framework of the State Contract dated 07.06.2016 No. 05.020.11 007 on the project «Monitoring Information and Analytical Support of Activities regional resource centers for higher education for disabled people».

Results: Analyzing the results of the RТMC activity, the authors update the problems that arose during the project implementation and suggest ways of their solution. The authors see the development of the RТMC activity through the development of forms and mechanisms of interdepartmental, interregional and inter-institutional cooperation in order to achieve coherence of actions and effectiveness of all participants in the support of inclusion in higher education, taking into account the educational needs of entrants and labor market needs throughout the fixed territory. As a special mission of the RТMC, the authors see the management of the development of inclusive culture in the university. The system of higher education is considered as an instrument of fulfilling the social order for the formation of a generation of people who tolerate and organically perceive the fact of inclusion in all spheres of life.

Discussion and conclusion: The role of the resource training and methodological center in the development of inclusive higher education is determined by the identification of existing technologies and the development of innovative technologies, their demonstration and replication of the assigned territory to universities. Presented are statistical data, facts, expert opinions. The article is a description of the available experience. The information contained in the text is useful to readers in the light of the mission entrusted to the RТMC.

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