Academic journal article Journal of Entrepreneurship Education

Students Attitude towards Co-Education with Disabled People in Higher Education Institutions

Academic journal article Journal of Entrepreneurship Education

Students Attitude towards Co-Education with Disabled People in Higher Education Institutions

Article excerpt

INTRODUCTION

The development of modern society is impossible without respect for rights and freedoms of all of its members as well as without their active involvement in various activities and allowing all citizens an access to quality education for further self-realization in professional work. The most essential is to enhance the educational level of individuals with disabilities in order to actively involve them into work and enhance their competitiveness in the labor market. At the same time one of the most powerful means of adaptation is the process of sharing studying in higher educational institutions with healthy peers because in addition to acquisition of the specialty, the student with problems in intellectual or physical development is able to communicate with peers. In the course of this communication, students with disabilities enrich their social, communicative experience, which promotes active inclusion of this category into the system of social relations (Eckes, 2005; Eriksson, 2004; Horn, 2007; Johnson, 2006; Jorgensen, 2005).

Providing opportunities for people with disabilities with effective and quality higher education contributes to maximum development of their potential ability, competitiveness and opportunities for high-paying jobs, further successful employment, which ultimately contributes to their self-affirmation and full self-realization as normal representatives of modern society. This is also evidenced by one of provisions (2006) of the Convention of the Disabled Persons Rights ratified by the Republic of Kazakhstan 20 February 2015 which refers to the need to provide persons with disabilities in all countries with access to general higher education, vocational training, adult education and training throughout life without discrimination and on an equal basis with others (Rights, 2015).

In order to provide people with disabilities with effective and quality higher education by the State Program of Development of Education and Science of the Republic of Kazakhstan for 2016-2019 years (2016), it is foreseen to create conditions for their training in 100% of higher education institutions by 2019 (Program, 2016).

Currently, all educational institutions of Kazakhstan implement different models of higher education for the disabled. Thus, in academic year 2015/16 data were collected from 37 high schools to indicate that 852 students with disabilities studied there, among them 660 peopleat full-time, 5 people-remotely and 28 people at the correspondence department. Table 1 presents the distribution of students by type of disability.

Despite some progress in providing access to higher education for people with disabilities, there are certain difficulties and restrictions for them in receiving qualitative higher vocational education up to this time. At the same time one of these constraints is the problem of social and psychological adaptation of students with disabilities and barriers in communication with healthy peers in higher education institution.

At the same time, successful inclusion of a person with disabilities into the process of higher and postgraduate education is possible only in a university with a healthy moral foundation, welcoming and equitable interpersonal communication and tolerance (Barazandeh, 2005; Dutta, 2009; Fuller, 2004; Grebenuk, 2008). It was confirmed by multiple international researches such as (Vyahyakuopus & Kantor, 2009; Zarubina, 2006; Murashko, 2007; Kondratyeva, 2010; Safonova, 2011; Zolberg, 2007; Kraska, 2003; Barnes, 2004; Stodden et al., 2006; Shevlin, 2004), they address issues of higher education of persons with disabilities and justified demands to psycho-pedagogical, logistical and other conditions of the educational process in universities (Barnes, 2004; Kondratyeva, 2010; Kraska, 2003; Murashko, 2007; Safonova, 2011; Shevlin, 2004; Stodden, 2006; Vyahyakuopus, 2009; Zarubina, 2006; Zolberg, 2007). Especially relevant becomes this requirement to institutions and universities that train future teachers as a new system of values should be adopted by teachers, should have psychological setting onto tolerance and political correctness, should have the appropriate level of value orientations and professional and personal development, have the ability to overcome old stereotypes, to think independently and to have wide interests. …

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