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  4. The Adapted Program as the Main Tool of Modeling t...

The Adapted Program as the Main Tool of Modeling the Educational Environment of Students with Disabilities in the System of Secondary Vocational Education

Research Article
EDN: NKKOQF DOI: 10.31483/r-97475
Open Access
International academic journal «Development of education». Volume 4
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Published in:
International academic journal «Development of education». Volume 4
Authors:
Nadezhda P. Polyakova 1 , Olga L. Bogatyreva 1
Work direction:
Theoretical and Applied Education Research
Pages:
14-18
Received: 22 December 2020 / Accepted: 25 February 2021 / Published: 26 February 2021

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Article accesses:
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doaj РИНЦ
1 Chuvash Republican Institute of Education of the Ministry of Education and Youth Policy of the Chuvash Republic
For citation:
Polyakova N. P., & Bogatyreva O. L. (2021). The Adapted Program as the Main Tool of Modeling the Educational Environment of Students with Disabilities in the System of Secondary Vocational Education. Development of education, 4(1), 14-18. EDN: NKKOQF. https://doi.org/10.31483/r-97475
UDC 376

Abstract

Introduction. The problems of inclusive education in the system of secondary vocational education have recently become particularly relevant due to the increasing number of students with limited health opportunities and disabilities. Therefore, there is an urgent need to find the best ways to build an educational route for students of these categories. Such an educational trajectory should not only include special conditions that ensure the satisfaction of the special educational needs of such students, but also be aimed at mastering the professional competencies necessary for a modern competitive individual in the labor market. The main tool for implementing the inclusive model of education should be considered an adapted educational program of secondary vocational education. However, the implementation mechanism of this normative document still continues to raise many questions and difficulties. That is why this study was conducted, which involved teachers and masters of vocational training in the system of secondary vocational education, aimed at identifying the difficulties that arise in the implementation of adapted educational programs. The obtained results demonstrated the ambiguity of the current situation in the field of building and implementing an inclusive model in the system of secondary vocational education and allowed us to offer the authors possible solutions to these situations.

References

  1. 1. Pakalina, E.N. (2014). Razvitie professional'noi kompetentnosti pedagogicheskikh rabotnikov v usloviiakh preemstvennosti professional'no-trudovoi podgotovki obuchaiushchikhsia s ogranichennymi vozmozhnostiami zdorov'ia. Sovremennye problemy nauki i obrazovaniia, 2. Retrieved from http://www.science-education.ru/ru/article/view?id=12683
  2. 2. Trofimova, V. I. (2011). Psikhologo-pedagogicheskoe soprovozhdenie detei s ogranichennymi vozmozhnostiami zdorov'ia v obshcheobrazovatel'noi srede: monografiia., 120. Samara: Sovremennye obrazovatel'nye tekhnologii.
  3. 3. Shumskikh, M.A. Osobennosti organizatsii inkliuzivnogo obrazovaniia v SSUZe. Retrieved from http://psyjournals.ru/inclusive_edu/issue/44221_full.shtml

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