The results of the study of educational needs of students with disabilities

Introduction: the article deals with the problem of formation of professional interests of students with disabilities at the stage of career guidance. The need to identify the potential demand of students with disabilities for higher education is substantiated.

Materials and methods: identification of educational needs of students with disabilities was carried out in the course of monitoring using the survey method. The form of the survey is a survey of students of senior classes of correctional schools in the territory of 7 subjects of the Volga Federal district.

The results of the monitoring of educational Following the monitoring of educational needs of students having health limitations and  disabilities ,a quantitative and qualitative analysis is given. During the analysis of the monitoring results, the professional interests of students with disabilities, as well as the factors of their choice of profession were determined. Conclusions were made about the need for targeted work in the University specialist in career guidance with this category of students. The list of special needs of disabled people in higher education is formulated.

Discussion and conclusion: it is concluded that the provision of vocational guidance services contributes to a more responsible attitude to the choice of profession. Recommendations to Higher Educational Establishments are formulated to improve the implementation of career guidance for the participation of persons with disabilities and health limitations.

1. Kashtanova S.N., Kudryavcev V.A. On some problems and tendencies of development of educational organizations of higher education and regional resource centers of higher education, training people with disabilities and disabilities on the basis of monitoring. Vestnik Mininskogo universiteta, 2017, no. 3(20), p. 11. (In Russ.)

2. Kudryavcev V.A., Kashtanova S.N. Organization and content of the process of continuous professionalization of persons with disabilities and disabilities. Mir nauki, kul'tury, obrazovaniya, 2018, no. 4(71), pp. 63-64. (In Russ.)

3. Martynova Е.A., Romanenkova D.F., Romanovich N.A. Organization of inclusive education for people with disabilities and people with disabilities in professional educational organizations: a training manual. Chelyabinsk, 2016. 101 p. (In Russ.)

4. Medvedeva Е. YU., Ol'hina Е.A. The role of pre-university training in the system of inclusive higher education: the experience of Minin University. Vestnik Mininskogo universiteta, 2018, no. 1. (In Russ.)

5. Methodical recommendations on the organization of the educational process for the education of persons with disabilities 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 08.04.2014 N AK-44 / 05vn. Available at: http://base.garant.ru/70680520/ (accessed: 01/27/2019). (In Russ.)

6. Methods of working with young people with disabilities in vocational guidance and career planning during the transition from school to working life. Moscow, Ekon-inform Publ., 2003. 144 p. (In Russ.)

7. Nikolaeva T.P., Bicheva I.B. Sustainable personal and professional development of students in the university. Vestnik Mininskogo universiteta, 2015, no. 1(9). (In Russ.)

8. Organization of vocational guidance work of a higher educational institution with applicants with disabilities / compiler V.D. Batukhtin et al. Chelyabinsk, 2004. 142 p. (In Russ.)

9. Romanenkova D.F., Romanovich N.A. Professional orientation of applicants with disabilities and applicants with disabilities as a necessary condition for their professional education. Istoricheskaya i social'no-obrazovatel'naya mysl', 2013, no. 4, pp. 23-28. (In Russ.)

10. Romanovich N.A. Formation of the readiness of persons with disabilities and persons with disabilities to professional self-determination in the process of pre-university training: the dissertation of the candidate of pedagogical sciences: 13.00.01. Chelyabinsk, 2015. 263 p. (In Russ.)

11. Romanovich N.A. Features of vocational guidance for persons with disabilities and persons with disabilities in an inclusive vocational education. Inklyuzivnoe professional'noe obrazovanie: materialy Vserossijskoj nauchno-prakticheskoj konferencii. Chelyabinsk, 2014. Pp. 56-59. (In Russ.)

12. Fedorov A.A., Paputkova G.A., Kashtanova S.N., Fil'chenkova I.F., Grishina A.V. Analysis of the system of inclusive higher education in the Russian Federation. Higher education for people with disabilities: challenges of the time, prospects for solutions: a collection of articles based on materials from the All-Russian Scientific and Practical Conference to discuss the results of monitoring the activities of educational institutions of higher education and regional resource centers for teaching disabled people. Nizhny Novgorod, 2017. Pp. 5-19. (In Russ.)

13. Fedorov A.A., Paputkova G.A., Kashtanova S.N., Fil'chenkova I.F., Grishina A.V. Assessment of the accessibility and quality of higher education for persons with disabilities and disabilities in the Russian Federation. Nauchnoe mnenie, 2017, no. 6, pp. 78-86. (In Russ.)

14. Fedorov A.A., Paputkova G.A., Fil'chenkova I.F., Leonenko N.O., Krasnopevceva T.F., Kashtanova S.N. Resource educational and methodological center for teaching people with disabilities: experience of activities and development directions. Vestnik Mininskogo universiteta, 2018, vol. 6, no. 1. (In Russ.)

15. Gordon J.-S. Is Inclusive Education a Human Right? Journal of Law, Medicine and Ethics, 2013. DOI: https://doi.org/10.1111%2Fjlme.12087.

16. 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. DOI: https://doi.org/10.1080/09687599650023254.

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

18. 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, pp. 97-118.

19. Voltz D.L. What matters most in inclusive education: A practical guide for moving forward. Intervention in School and Clinic, 2001, vol. 37, no. 1, pp. 23-30.

20. 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.

21. 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.

22. Common European Principles for Teacher Competences and Qualifi cation. European Commission Report. Available at: http://www.pef.uni-lj.si/bologna/dokumenti/eu-common-principles.pdf (accessed: 27.01.2019).

23. 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: 27.01.2019).

24. Werfhorst H. G. Cultural capital: Strengths, weaknesses and two advancements. British Journal of Sociology, 2010, vol. 31, no. 2, pp. 157-169.

25. Hall J., Tinklin T. Students first: disabled students in higher education. Spotlights, The Scottish Council for Research in Education. Research Report 85. 1998. 74 p.

26. Ytterstad G. Inkludering av svaksynte elever i klassefellesskapet. Masteroppgave i spesialpeda¬gogikk og tilpasset opplæring, Finnmark University College, Alta, 2010.