Enero-Junio 2022

Vol. 12 No. 1

Interacción y Perspectiva. Revista de Trabajo Social Vol. 12 No 1 / enero-junio, 2022

Interacción y Perspectiva Dep. Legal pp 201002Z43506

Revista de Trabajo Social ISSN 2244-808X

enero-junio

ARTÍCULO DE INVESTIGACIÓN

La pedagogía digital en el sistema de educación superior inclusiva

Larisa Y. Belenkova *, Yelena V. Skudnyakova **, Dmitry V. Bosov ***

Resumen

Una revisión de las publicaciones científicas sobre la calidad de la formación de

especialistas en organizaciones educativas inclusivas ha demostrado que, junto con la

creación de un entorno accesible en las universidades, es necesario organizar las

condiciones que garanticen una alta cualificación profesional de los especialistas con

tales cualidades personales y profesionales que garanticen su demanda en el mercado

laboral. Partiendo de esta base, era necesario crear un entorno educativo electrónico de

este tipo en una universidad inclusiva, que permitiera no sólo incluir a los estudiantes

discapacitados en el espacio educativo, sino también proporcionar las condiciones

óptimas para el desarrollo profesional pleno y la autorrealización del individuo. En la

investigación realizada se utilizaron métodos tanto teóricos como empíricos. El entorno

digital implementado en una organización educativa inclusiva proporciona un acceso sin

obstáculos a la información, ayuda a construir la comunicación educativa y social,

contribuye a la formación exitosa de la competencia profesional y comunicativa de los

estudiantes con discapacidad.

Palabras clave: universidad inclusiva, entorno educativo, mercado laboral, jóvenes

profesionales

Abstract

Digital pedagogy in the system of inclusive higher education

A review of scientific publications on the quality of training specialists in inclusive

educational organizations has shown that, along with the creation of an accessible

environment in universities, it is necessary to organize conditions that ensure high

professional qualifications of specialists with such personal and professional qualities that

guarantee their demand in the labor market. Based on this, there was a need to create

such an electronic educational environment in an inclusive university, which would allow

not only to include disabled students in the educational space, but also to provide optimal

conditions for full-fledged professional development and self-realization of the individual.

Both theoretical and empirical methods were used in the conducted research. The

implemented digital environment in an inclusive educational organization provides

unhindered access to information helps to build educational and social communications,

contributes to the successful formation of professional and communicative competence

of students with disabilities.

Keywords: inclusive university, educational environment, labor market, young

professionals

Recibido: 13/12/2021 Aceptado: 15/03/2022

* Candidato de Ciencias Psicológicas, Universidad Estatal de Humanidades y Economía de Moscú, Moscú, Rusia.

E-mail: lara.belenckova@yandex.ru

Belenkova, Skudnyakova and Bosov /La pedagogía digital en el sistema de educación superior inclusiva

** Doctorado en Filología, Departamento de Pedagogía y Psicología de la Educación Profesional, Universidad

Estatal de Tecnología y Gestión de Moscú lleva el nombre de KG Razumovskij (la Primera Universidad Cosaca),

Moscú, Rusia. E-mail: elenaskudnakova@gmail.com

*** Candidato de Ciencias Sociological, Universidad Estatal de Humanidades y Economía de Moscú, Moscú,

Rusia. E-mail: dimabw@mail.ru

1.- Introduction

The current information stage of the development of civilization is characterized by

a significant increase in the penetration of information and communication technologies

into all spheres of human life, including education. This trend is typical for educational

institutions of any level of education, including universities.

Due to the active introduction of information technologies, a new situation has developed

in the field of education. While preserving the multifaceted pedagogical heritage, the

model of practical pedagogical activity is modified, due to the use of new resources:

- placement of educational material in educational process management support

systems (distance learning system, teacher's personal website; e-mail) –

- monitoring using special software (electronic testing, educational process support

system);

- implementation of the teacher's feedback with the student via e-mail, educational

process support systems, the teacher's personal website;

- introduction of our own online courses into the educational process in a mixed learning

format, as well as foreign and Russian educational platforms into the education system;

- conducting webinars and video conferences (online lectures or online seminars as

training sessions and additional consultations, recording them for repeated use by

teachers working with students at a distance);

– the use of pedagogically adapted audio and video materials;

– the use of software when creating presentation materials for the taught course;

- providing network access to electronic libraries, databases, scientific journals;

- using electronic educational literature (Kalinina, 2018).

In the existing education system, new information and educational technologies are

being introduced into the organization of the educational process at the university based

on digital pedagogy. Digital pedagogy is a new phenomenon. In order to improve the

effectiveness of graduate training, it is necessary to understand the situation in the field

of education and the importance of introducing advanced information technologies in the

learning process. The pedagogical theories, on which the modern education system is

based, taking into account the new changed realities, are being rebuilt on the go.

Scientific and technological progress in modern conditions is gaining momentum,

penetrating into all areas of activity. There is no doubt that irreversible changes are also

taking place in education. Information, computer and telecommunications technologies

demonstrate a decisive impact on the development of interactive pedagogical

technologies. The modernization of technologies in the field of education is dictated by

Interacción y Perspectiva. Revista de Trabajo Social Vol. 12 No 1 / enero-junio, 2022

modern requirements that are presented to university graduates. Employers strive to

find creative employees who are able to quickly find a non-standard approach to solving

problems. Based on this, the education system is forced to quickly rebuild and improve,

becoming competitive, giving out a huge effect. The Russian market has started offering

alternative services for additional professional education for adults. Tutors were needed,

virtual courses and online lectures were developed. The accessibility and scale of the

implementation of the above-mentioned forms of obtaining additional professional

education attracts (Sinelnikov, 2013).

It should be noted that the term "digital pedagogy" has been used in foreign scientific

literature quite widely and for a long time. The essential significance of digital pedagogy

should be understood as the expedient use of digital technologies in teaching disciplines

from the position of critical pedagogy, i.e. from the position of individualization and

personalization of the educational process using information technologies that contribute

to maintaining the cognitive activity of students (Morris, 2014).

According to Sean Morris, not every teacher can become a real teacher. The scientist

believes that the meaning of pedagogy is to exchange life experience and learn the truth.

Modern pedagogy should be based on awareness, intuition, timeliness and improvisation

(Morris, 2013). Pedagogy is not so much teaching as the integration of philosophy and

practice (Stommel, 2013).

Digital pedagogy involves improvisation when new conditions arise during the

experiment. For a teacher who implements digital technologies, research is important.

It is not possible to reproduce the methods of traditional training in a digital network.

The online learning system contains exactly the resource potential that allows using a

research approach (Rorabaugh, 2012).

The digital pedagogy formation is not sufficiently clear. Therefore, it is necessary to

experiment, searching for new successfully functioning models of pedagogical activity.

Digital pedagogy expands the possibilities of learning and teaching: interactive teaching

methods stimulate students ' creative manifestations, motivate them to model

professional situations, involve them in creative practical training, establishing closer

ties between students and employers.

It is necessary to search for balanced and reasonable approaches to informatization

of education. The introduction of rapidly developing information technologies into the

educational process creates an opportunity for the teacher to choose the optimal method

that ensures the quality of modern education. The teacher decides for himself which

method to choose, and this choice is due to the focus on a specific educational result

(Grinshkun, 2018).

The basis of the electronic educational environment should be based on such socio-

psychological phenomena as competition, cooperation, high inclusion. Within the

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framework of interaction in the electronic educational environment, group cohesion

occurs through maintaining communication and organizing a constructive discussion. As

part of the digitalization of education, a group form of training is being implemented,

which involves building a two-way communication, when students are given the

opportunity to evaluate each other's work, help the underachievers and evaluate

intellectual progress (Sinelnikov, 2013).

The main means of functioning of the digital environment is the dynamism of the

student himself, since it involves not only the perception of information, but also

constructive actions with it in the process of its extraction. It is important to encourage

students ' desire to overcome difficulties by being active in organizing their own learning

process. In the process of teaching, it is necessary to use techniques that increase the

motivation for avoiding failures. The use of active methods in teaching determines the

effectiveness of digitalization of education, among which the game is the most natural

way to develop students ' purposefulness. The digital educational environment involves

the manifestation of the initiative and creativity of the student. A striking example of

group learning is mutual learning within the framework of performing collective creative

work, designing and creating a new product. At the same time, it is necessary to offer

such training tasks for students, which will be based on such teaching methods as:

analysis and synthesis of acquired information, performing tasks based on the mastered

solution method, applying knowledge integrated from different fields of science. For this

purpose, it is recommended to use such training methods and tools as: interactive

simulators, virtual laboratories, virtual models, etc. (“Manifesto on the digital educational

environment”, 2016).

In the near future, the educational environment of universities is expected to

undergo serious changes related to digitalization. The e-learning system opens up new

opportunities and problems. The main advantages include: accessibility of education,

increased opportunities for choosing forms of education, a variety of ways to transfer

and consolidate knowledge, skills and skills development. The disadvantages of e-

learning include such problems as: imitation of full-time education, low quality control

of educational results, reduced interactivity, digital immaturity and problems in the

socialization of graduates. The digital transformation in educational activities leads to

changes in the educational services market: fundamentally new educational products

appear, the training of scientific personnel is being improved, new ideas are being

produced; new electronic educational products are being created, global educational

platforms with access for a wide range of consumers are being developed (Ustyuzhanina

& Evsyukov, 2018).

Digitalization as a global trend of world development implies a digital transformation

of incoming information, which must meet certain requirements: cover different spheres

of life, but most importantly, it will be effective in its use not only by specialists, but also

by ordinary citizens who do not have the skills to work with it (Khalin & Chernova, 2018).

Interacción y Perspectiva. Revista de Trabajo Social Vol. 12 No 1 / enero-junio, 2022

All the above-mentioned requirements of digitalization ensure an increase in the

efficiency and quality of the economy and the welfare of society.

In modern society, the increasing flow of information implies the need for students

to develop the skills of searching and processing the information found, the ability to

separate the necessary information from false or secondary. A modern teacher should

not only have this ability, but also competently transfer these skills to students.

Within the framework of the Forum on Teacher Education (Kazan, May 26-28, 2021),

the Deputy and Minister of Education and Science of Tatarstan A. I. Pominov noted that

any education system cannot but change. He touched upon the topic of the use of new

technologies, in particular, artificial intelligence, in modern schools. The problem of

introducing artificial intelligence into education and such a personal quality as

responsibility are not compatible. That is why the teaching profession will always be in

demand.

The first vice-rector of the Herzen State Pedagogical University, Vice-President of the

RAO V. V. Laptev, within the framework of the Forum on Teacher Education (Kazan, May

26-28, 2021), highlighted the problems of the future development of education: the

factors affecting the transformation of higher education, the main trends in the

development of higher education and modifications in the directions of pedagogical

research in connection with changes in the world educational process. The main

distinguishing characteristic of our time is the uncertainty of the modern world, the

transition from a stable, predictable world to an uncertain, changeable and

immeasurably more complex world. The second important problem is the dynamic

development of digital technologies, entry into the digital world. The third problem, he

considers the increasing competition of economies, and hence educational systems, as

the most important factor in the development of human and social experience. Each

university operates on two labor markets: the market for research activities and the

market for education. Gradually, there is a transformation of the training of teachers

and psychologists, which affects the formation of various education systems.

Within the framework of the outlined changes, new trends in the transformation of

higher education are expected:

- focusing on the subjectivity of education;

- personalized learning in a digital educational environment;

- formation of advanced professional competencies among specialists;

- expanding the educational resources of the digital environment;

- increasing the degree of openness of education (selection of educational

organizations, educational programs, etc.);

- activation of interaction with employers for the purpose of active participation of the

employer in determining the content and evaluating the quality of training of qualified

specialists;

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- creation of new forms of training organization by integrating the university and

industrial organizations;

- the emergence of new practice bases as the basis for interaction between universities

and employers (resource centers for practical training, online laboratories as professional

test sites, a single electronic practice platform);

- the restructuring of the information management system of universities based on the

use of elements of hybrid computational intelligence contributes to the increase in the

productivity of educational technologies, the intensification of the pedagogical process,

and the improvement of the quality of graduate training.

Communication of all subjects of pedagogical research, automation of information

support of students ' educational routes and the implementation of the idea of

personification of education, actualization of the problem of professional education of

competitive and responsible specialists becomes important (Smirnov, 2021).

In a speech at the plenary session of the Forum on Teacher Education in Kazan, the

director of the Institute of Pedagogy of St. Petersburg State University, corresponding

member of the RAO E. I. Kazakova focused on the idea associated with the world of

hybrid education, where no one will feel inferior: whether it is in a network format

(remote community) or a meeting in a small audience, and on the use of technologies

in education. However, it is important to remember that the availability of information

does not mean its quality. The world of the future will be connected with digital platforms

that can be used as assistants. The main task of digital pedagogy is not to dehumanize

a person. Digital intelligence makes it possible to act faster, respond instantly, and

receive effective feedback. Therefore, it is important to preserve the digital experience

as a sustainable step in the development of the economy, society and science (Ministry

of Education and Science of the Russian Federation, 2021).

To use digital artificial intelligence, you need to develop natural intelligence. Equally

important is the emergence of tutoring as a function of a teacher with high

professionalism, ready to find the right solution when solving problems in the digital

world, to separate the significant from the insignificant. The second important problem

is the return from the civilization of the I to the civilization of the We. The society realized

that it is possible to achieve a significant result only by uniting. The accumulated rich

domestic experience of pedagogical research confirms the fact that only the formed skills

to work in a team create teams, build relationships in a team need to be rethought and

used. On its basis, it is possible to grow a creative and pedagogical civilization that knows

how to interact with each other, where the best form of competition is cooperation. The

third problem is the return to education, where the main trend is a collectivist

orientation. In order to instill in the younger generation, the values that are important

for our society, they must first be realized and comprehended by the teachers

themselves. It is he who should demonstrate behavior based on the principles of mutual

understanding and mutual assistance. The educational process in the modern Russian

education system will help the generation to build their own life in accordance with

Interacción y Perspectiva. Revista de Trabajo Social Vol. 12 No 1 / enero-junio, 2022

traditional values. "The country is such, what kind of education it has," the academician

of education summed up. It is important to remember that teachers are responsible for

the whole country (Ministry of Education and Science of the Russian Federation, 2021).

Director of the Video&Digital Multimedia Studio at the University of Southampton, J.

Schultz noted that today such methods and forms of training organization as: mixed

learning, inverted classes and online learning are the most popular and in demand in the

educational process of the university. Many teachers record pre-defined elements of their

lectures and, offering students to familiarize themselves with them in advance, devote

more time during personal meetings to discussion and interaction, thereby shifting the

focus of attention from mass professional online courses as an electronic educational

resource to personalized learning. The popularity of electronic educational resources

(video lectures, online forums, virtual laboratories, Internet simulators, information and

telecommunications networks) is explained by the fact that this is the most accessible

format, which is easier and cheaper to implement. However, such courses give way to

those information resources that allow you to form individual educational trajectories

and routes. They are implemented according to educational programs that either adapt

to the educational needs of each student, or give the opportunity to independently

choose an educational route, building a life strategy (Ministry of Education and Science

of the Russian Federation, 2021).

M. Choshanov, Doctor of Pedagogical Sciences, Professor at the University of Texas

(USA), revealed the method of didactic chess as a strategy for involving students in

online discussions (Ministry of Education and Science of the Russian Federation, 2021).

Deputy General Director of the educational platform "Yurayt" T. V. Budaeva notes

that digital pedagogy today requires new methods and tools. In her opinion, the main

trends of online learning in 2021 include: 1) online games encourage participants to

actively study and immerse themselves in educational materials; 2) personal online

lessons involve more flexible, realistic and relevant material for individual educational

needs of students; 3) smart gadgets provide access to learning at anytime and

anywhere, and the development of 5G networks and the introduction of high Internet

speeds promotes learning on a phone, tablet, smart watch or laptop; 4) mutual learning

includes direct tutor meetings between teachers and students online; 5) since the

average duration of concentration of attention in an adult student is 45 minutes, online

classes can be shortened; 6) artificial intelligence will help improve the learning process

(conducting language courses with a computerized native speaker); 7) virtual and

augmented reality is becoming an advantage that allows students to immerse

themselves in a new exciting educational environment (Sergeeva, 2016).

Professor of the University of Genoa, President of the Association for Teacher

Education in Europe (ATEE) D. Parmigiani shared about inclusion in the network and the

creation of a learning environment for the integration of students with special

educational needs in an online format. He presented the results of a study of electronic

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integration as the ability of teachers to expand the participation of students with special

educational needs (learning difficulties and difficulties associated with social, cultural or

economic disabilities) and children with disabilities in the educational process, the ability

to improve learning processes using a variety of devices and applications, as well as

developing strategies and practices for inclusive online learning, including during an

emergency due to Covid-19 (Ministry of Education and Science of the Russian

Federation, 2021).

The reformation of higher education involves the modification of the organization of

the education system, the optimization of its content, the inclusion of interactive

information and communication technologies in the educational process. The

introduction of new federal state educational standards into the higher education system

(the latest modification) will certainly lead to significant changes in the professional

training of students with disabilities. Therefore, it is necessary to find and implement

optimal ways to meet the special educational needs of students with disabilities. This

determined the need for research and analysis of the potential of the information and

educational environment in the conditions of inclusion (Fidarova et al., 2020).

Most of the research in the field of inclusion in the higher education system is focused

on the variety of assistive technologies as means of supporting students with disabilities,

but not on the specifics of their application depending on the type of impaired

development. The role of digital technologies in the training of people with

developmental problems, the purpose of which is to assist in learning; expanding the

possibilities of learning itself, training and repetition cannot be overestimated (Abbott,

2007: 22).

Special linguistic programs of transformative processing (transformative dialogues)

have been developed to assist in teaching writing to people with developmental

disabilities. In addition, psychological and pedagogical measures are being developed

for the formation of emotional competencies, which allow the formation of socio-

emotional skills (recognition and management of emotions, successful resolution of

conflict situations, solving interpersonal problems, establishing and maintaining positive

relationships). As part of research in the field of digital technologies, tasks on composing

event-based (narrative) statements that ensure the formation of communication and

communication skills are used to teach students with intellectual disabilities (Pennington

et al., 2014).

At the end of the last decade of the XX century, educational intellectual technologies

were developed that ensure the formation of arithmetic skills in students experiencing

learning difficulties against the background of developmental disorders (Bakker et al.,

2016).

Integrated learning systems should include a speech synthesizer. Teaching with its help,

led by a teacher, is aimed at developing multiplication and division skills through the use

of mathematical computer mini-games in working with students with developmental

disabilities, which help them better remember the material.

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In the education of people with autism spectrum disorders, alternative

communication tools and communication enhancers are used today, such as graphic

symbols in communication, based on the correlation of a symbol and a word. Another

effective technology in working with people with emotional and volitional disorders is

eye tracking, the essence of which is to track the lines of sight, when the eyes do not

move in the standard order when reading information, but "jump" and fix on some

points, which allows you to use information for communication through designated

switches (controlled by devices that track eye movements).

To improve the educational technologies used in the training of persons with

developmental disabilities, it is important to understand the potential and limitations of

digital technologies in inclusive education. The development and dissemination of

original ideas and innovative technologies in the system of inclusive education entails

the modernization of its didactic and educational system, the optimization of the use of

pedagogical resources (methods and forms of organization of training and education),

the variability of the introduction of information and technical means and equipment into

the educational process.

In the context of inclusion, it is important to use innovative ways and methods of

interaction between teachers and students that are able to ensure effective achievement

of learning outcomes. We believe that an inclusive educational environment should

implement a social and educational model of understanding the limited opportunities of

disability, and not a physiological one. The social model of assistance to disabled people

involves the creation of such conditions in society that will ensure their independent life

and ability to work. Based on this, the effectiveness of the digital educational

environment at the university is due to the use of such electronic resources that will

provide the educational process with practice-oriented adaptive pedagogical

technologies and the process of managing an educational organization in the conditions

of inclusion by automated means.

Professional formation at the university allows the future disabled graduate to

independently master the individual trajectory of professional development, manage

personal growth in achieving success with the effective use of the digital educational

environment. By the end of their studies, disabled graduates master the areas of

professional activity laid down in the state educational standard, as do their conditionally

healthy graduates-peers.

2. Materials and methods

In order to determine the indicators of psychological and pedagogical readiness

of teachers to work with disabled students, and the level of mastery of ICT competencies

by teachers and students, an empirical study was conducted. The experimental base of

the research was the Moscow State University of Humanities and Economics. 90 people

participated in the experiment: 45 teachers and 45 students.

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The diagnostic material included a questionnaire consisting of three series of

questions.

3. Results

The examination of the current state of the electronic educational environment

of the university was carried out by the method of questioning teachers and students of

the Moscow State University of Humanities and Economics.

To assess the readiness of the information and educational environment of the

University for teaching disabled students, a survey was conducted by means of a

questionnaire of the teaching staff and students of the Moscow State University of

Humanities and Economics.

The purpose of the survey of university teachers was to identify the level of

psychological and pedagogical readiness to work in an inclusive educational environment

and their attitude to inclusive education in general.

To determine the compliance of the conditions ensuring the productive

functioning of the educational environment with the quality and effectiveness of the

professional development of students with disabilities, three series of questions were

included in the questionnaire for teachers: the first series of questions was intended to

determine the level of proficiency in information and communication technologies by the

teaching staff, the second series of questions determined the degree of awareness of the

teaching staff about the possibilities of working with students with disabilities, and the

third series consisted of questions, identifying the readiness of teachers to work in an

inclusive environment.

Series 1 aimed at determining the level of proficiency in the use of information

technologies by teachers and included the following questions: What information

technology techniques do you use in your professional activities? How often do you use

the electronic information educational environment? What electronic resources do you

use in teaching activities? What modern digital technologies do you use in your teaching

activities? Do you use digital content in teaching activities in different formats? Can you

independently design the educational process using digital resources?

Series 2 aimed at assessing the inclusive professional competence of teachers

and included the following questions: Do you support the process of entering the

educational process of students with disabilities? Are there the same requirements for

working with students with disabilities and students without disabilities? Do you adapt

the content of the disciplines to the educational needs of students with disabilities? What

category of disabled students are you ready to work with without having trouble?

Series 3 aimed at determining the readiness of the teaching staff to work in an

inclusive environment and included the following questions: Are you ready to develop

special training programs of a correctional and developmental orientation? What

Interacción y Perspectiva. Revista de Trabajo Social Vol. 12 No 1 / enero-junio, 2022

technologies and methods do you use in working with disabled students? What difficulties

do you experience in the socialization and adaptation of students with disabilities?

The questionnaire for students was aimed at determining their readiness to

integrate into an inclusive information environment. The questionnaire included the

following questions: What means of information and communication technologies do you

use in the educational process? How often do you use the electronic information

educational environment? What digital resources do you use in the course of your

training? What ICT software tools do you use in the educational process? How do you

feel about the admission of disabled students to the educational space of the university?

What is the degree of your psychological readiness and satisfaction with co-education

with disabled students? Do you know about the availability of adapted educational

programs to help students with disabilities? Do you have problems in tolerant

interpersonal interaction and communication with students with disabilities? if so, which

ones?

Figure 1

The level of knowledge of information and communication competencies of

the teaching staff of the university

The answers of the university teachers indicate that 55.5 % (25 people) of

respondents are operational users of digital resources in the pedagogical process, 95.5%

(43 people) use Internet resources daily, and only 31.1% (14 people) of teachers

possess methods and technologies for designing and implementing information

educational resources that fully meet modern requirements of inclusion.

Belenkova, Skudnyakova and Bosov /La pedagogía digital en el sistema de educación superior inclusiva

Figure 2

Answers of university teachers about the possibilities of working with

disabled students

According to the data presented in Figure 2, 51.1% (23 people) of teachers use

methodological recommendations and developments for working with disabled students,

100% of teachers have a positive attitude to entering the educational process of disabled

students, 84.4% (38 people) of teachers are ready to work with any category of

students, regardless of their educational needs.

Figure 3

The readiness of the university faculty to work in a digital educational

environment and their attitude to inclusive education

Interacción y Perspectiva. Revista de Trabajo Social Vol. 12 No 1 / enero-junio, 2022

According to the data shown in Figure 3, 95.6% (43 people) of university teachers

are ready to learn how to design a digital environment in an inclusive university, 17.8%

(8 people) already know how to independently design methodological and technical

resources for the functioning of the information educational environment, however, 58%

(26 people) still experience minor difficulties in working with disabled students.

The analysis of the data obtained during the survey of students revealed that out of

45 people, 29 students have a disability.

Figure 4

Students' answers about their readiness to study in an inclusive environment

The data presented in Figure 4 indicate that 97.8% (44 people) of students use

Internet resources in the educational process, 45.7% (20 people) of respondents work

almost daily with information resources of the educational environment, including

applying for information in the electronic library system, 81.8% (36 people) of students

consider the resources of the electronic information and educational environment of the

university accessible and understandable, 60% (27 people) are aware of the existing

correctional and developmental training programs designed for students with disabilities,

57.6% (26 people) are ready to study together with disabled students, 8.9% (4 people)

are not ready to study together with disabled students.

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Figure 5

Answers of students with disabilities about their readiness to study in an

inclusive environment

The additional series of the questionnaire included questions concerning the

motivation of students to achieve success in the educational process using digital

resources. According to the survey results presented in Figure 5, 28.9% (13 people) of

students showed a high level of motivational potential of the implemented information

and educational environment, for 33.3% (15 people) of respondents, the conditions for

implementing the information and educational environment were not comfortable

enough, 37.8% (17 people) of students are generally dissatisfied with the conditions of

the digital environment.

The analysis and generalization of the results obtained in the course of the study

allowed us to conclude that disabled students have trouble in the learning process and

in building relationships between the subjects of the educational process. More than 60

% of disabled students have a weak idea of professional functions, are insufficiently

focused on practical training in the field of their chosen profession, and the remaining

students (more than 37%) are not ready for independent academic work.

Students with disabilities expressed their wishes for the functional part of the digital

environment, in particular, to organize access to all intra-university electronic resources

intended for training.

4. Conclusions

The analysis of scientific and methodological literature on the studied problem has

shown that the orientation of digital technologies is primarily aimed at the effectiveness

of the professional training process, supporting student involvement in the educational

process, and developing cooperation between all subjects of the university educational

process. The central place in the research is devoted to the study of digital technologies

Interacción y Perspectiva. Revista de Trabajo Social Vol. 12 No 1 / enero-junio, 2022

in the context of higher education. There are still open questions concerning the impact

of digital technologies on the mental and psychological health of students, including

those with disabilities and disabilities. In addition, there are developments that ensure

the full inclusion of disabled students in the social space and the educational community

through digitalization.

The implementation of inclusive education in the process of reforming the educational

system also ensures the formation of adaptive skills and resources for students with

disabilities. At the same time, teachers in the current situation are obliged to organize

the educational process in a digital environment in such a way as to facilitate the process

of assimilation of knowledge, skills and abilities by students.

As part of the introduction of digitalization into the inclusion system, the pedagogical

community periodically faces difficulties in justifying both the content and technical

support for the use of digital technologies in the educational process.

Disabled graduates who have received professional education are successfully

integrated into modern society. There is a direct relationship between the quality of

education of a disabled student and the degree of his participation in the life of society.

Without a doubt, the creation of a digital environment will ensure high-quality

professional education received by students with disabilities. This is a socially significant

factor that affects the stability of life in the country, its systematic and progressive

development.

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