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The paper analyzes the conditions of introducing inclusive education at universities. The suggested classification of necessary conditions may be applied in practice for efficient inclusion at higher educational institutions. We used the methods of descriptive analysis, observation, and Pearson's chisquared test (x2). The research findings include the identified efficient conditions of inclusive education, such as (1) creating a column about "Inspiring stories" on the website of the educational institution; (2) conducting group psychological training for students, joint activities, and the so-called "student hour"; (3) establishing a department of distance and inclusive education; (4) developing further education courses for teachers with a focus on communication with students with disabilities and health-related conditions; (5) designing courses for tutors and assisting students with disabilities and health-related conditions to provide them with comprehensive support within the entire period of study at universities; and (6) creating online and offline courses for teachers to develop their readiness to introduce inclusive education at universities by five criteria.
Keywords: inclusive education, conditions, university, students, disability, health-related conditions
INTRODUCTION
The introduced topic is highly relevant due to the need for studying the conditions of introducing efficient, inclusive education at universities necessary for creating a comprehensive, inclusive educational environment. There is an increasing number of conditions for efficient implementation of inclusive education, and "a variety of such opportunities help the teaching staff to find approaches to every student so that every student could learn the materials and achieve maximum results of studying" (Shevchenko, Volkov & Pristavka, 2018).
The following definition is deemed to be primary in our research: inclusive education is "a process of developing general and vocational education, which implies its availability for everybody with regard to adaptability to the needs of every person, irrespective of a health condition" (Aismontas, 2015).
Teaching students with health-related conditions and disabilities requires a particular university environment to factor in peculiar educational needs and opportunities, ensuring equal access to education for all students (Panyukova, Sergeeva &Melnik, 2017). Universal access to higher education for people with health-related conditions and disabilities is set forth by the law "On education in the Russian Federation. Following the legislation, universities introduce various forms of a teaching process, taking into account the opportunities of people with health-related conditions and disabilities. As a rule,...