Background. Currently, one of the priorities of education reform is the introduction of inclusive education. Although «inclusion» is not a new phenomenon for our country, there are many difficulties and obstacles to its effective implementation. For the Republic of Dagestan and Chechnya, the experience of inclusion has not yet found wide application in educational practice, and therefore the problems and opportunities of implementation at the transition stage are important for the prospects of development of this direction.
The Objective of the paper is based on the analysis of the experience of inclusive education (IO) abroad to investigate the problems of implementation (IO) in the system of higher education in the Republic of Dagestan and the Chechen Republic.
Design. Analyzed and reviewed the methodological issues of inclusive education with the aim of enhancing understanding of the capabilities and modus operandi (IO). As a result of the sociological survey, the main problems that start at the first stage of the introduction of inclusive education, such as psychological unpreparedness of participants of the inclusive process to the introduction of such education in educational organizations, are identified. Research result. The issues of the order of work of inclusive education (IO) in the Republic of Dagestan and in the Chechen Republic testify to the existence of numerous problems. The survey allowed to identify the main contradictions of the educational environment of the University, preventing the introduction of IO in the training of students with opfr.
Conclusion. Based on this study the conclusion about the necessity of establishing at the University a centre of inclusive learning. The main possible activities of the Center, its structure and required resources are proposed.
Background. The increased number of children with autism spectrum disorder (ASD) is observed worldwide today. Ambiguity of the reasons that cause the disorder, lack of the possibility to render effective medical care make actual the need of non-HCP (according to medical research full treatment cannot be found). The solution of this problem is possible by using effective mechanisms of child training in the society.
The Objective is to develop the complex model for ASD children rehabilitation in preschool education based on the analysis of various correction methods that are widely used in the USA Europe and Russia. There considered are possibilities and limitations, and their application in preschool education.
Design. The authors consider their own model for ASD children rehabilitation based on the direct practical experience with a specific ASD child suffering. The conditions for adopting this model in preschool education are described: creating a special environment that allows to compensate for missing skills and facilitate the child adaptation, psychological and educational support of all subjects of inclusive education, and teamwork of experts of different profiles (teacher, psychologist, speech therapist, and speech pathologist).
Results. Based on the analysis of foreign and domestic experience of rehabilitation, a comprehensive model for the rehabilitation of the ASD child in the conditions of an educational organization has been developed. The construction of the individual rehabilitation route of the ASD child considers specific features of mutism, child’s adaptation and behaviour, the accompanying disturbances complicating the development process, background and needs of the family, and also resources of the educational organization. The rehabilitation work emphasizes the development of the emotional sphere and communication skills.
Conclusion. Rehabilitation work with the ASD child in the conditions of the educational organization will be effective if to carry out it by the group of experts in the following ways: correctional work with the ASD child, work with peers, work with teachers and parental support.
The paper is devoted to empirical research of representations of Chinese students about the «typical Russian person» and the «typical Chinese person». The participants are Chinese students who take a four year term of studies in the Far Eastern Federal University.
To study the representations of Chinese students used the method of semantic differential, i.e. unipolar 64-bar graph semantic differential developed A.G. Shmelev to assess personal traits. The results were subjected to factor analysis procedures and calculation of semantic universals method by E.Yu. Artemieva and V.P. Serkin. Factor structures were compared with the content and structure of universals. Factor structure of representations of Chinese students about the «typical Russian person» and the «typical Chinese person» were interpreted, defined, and their common and specific features were identified. In this paper, a comparative analysis of structural and content characteristics of semantic universals, i.e. a «typical Russian person» and a «typical Chinese person», are identified.
The research reveals that the factor structure of the estimated features of a «typical Chinese person» and a «typical Russian person» are similar. The group of common factors is reconstructed: evaluation, tact, diplomacy; ease-of hypocrisy (pandering); attractiveness (beauty); activity; perseverance; volitional characteristics; intellectual performance. Summing up, Chinese students mainly used the same criteria for evaluating themselves and Russian people among whom they live and study.The overall view of Chinese students about Russians is positive. This proves their success of their adaptation in Russia. Despite the obvious difficulties Chinese students chose the Far Eastern Federal University for getting higher education and were quite successful to get with Russians, and generally adapt to the Russian culture. They have a positive attitude to Russian, which is a good prerequisite for further personal and working relationships, and also positive attitude to Russia.The results can be applied in the development of adaptation programs of foreign students in the Russian cultural environment and used in further research of semantic representations of expats in Russia.
Available Online: 09/30/2013
One of the fundamental factors influencing an individual’s intent to emigrate is a sense of danger that triggers the decision on settling in another country. The intent to emigrate under modern conditions is decision making in the situation of choice and is determined by perceptions of one’s own security. Security of a person is the matter of his/her own efforts. Thus security is one of the leading factors of orientation and determination in the course of obtaining the notion of the outer world.
263 respondents aged from 20 to 40 participated in the study. Four groups of respondents (those with emigration intentions and with a sense of security; the ones lacking emigration intentions and with a sense of security; respondents with emigration intentions, with a feeling of being in danger; respondents lacking emigration intentions with a feeling of being in danger) were formed on the basis of two criteria: emigration intentions and a feeling of being secure/insecure. The results show that the most significant motives for changing the settling area are life standards and search for comfort, which is explained by a pronounced dissatisfaction with social and economic situation of the native land, and low income. It is identified that the groups mentioned differ in their social psychological characteristics of life satisfaction level, sense of happiness, sense of security, motives for possible emigration, concept of emigration. The contradiction between the stated positive attitude towards those who emigrate (“a person can live where he likes”) and the semantic meaning of the “Emigration” concept (“cowardice”, “attenuation of a state”, “escape”, “rats deserting the sinking ship”) was detected in all groups of the respondents.
This article presents a research on the specifics of bank employees' job stress during adaptation to organizational changes driven by the bank's economical instability and changes in the management system of the bank. The results shows that all bank employees demonstrate a high level of job stress, which manifests itself in subjective feeling of tension. On the basis of the results we propose some recommendations, including interventions oriented to the reduction of the organizational changes' negative influence on the bank employees' job stress level.