Pedagogical
sciences / 1. Remote education
*Candidate of Medical Sciences docent Helena Budanova,
Candidate of Technical Sciences docent Tatjana Zueva, Catherina Zueva, **Nicolaj
Erkin
(Research and Testing Institute (military of medicine)
of the Military Medical Academy named after S.M. Kirov, Moscow, *Moscow Regional Institute for the Humanities, Podolsk, **Podolsky, social and
sporting institution)
DISTANCE LEARNING IN INCLUSIVE EDUCATIONAL ENVIRONMENT
Global
information society is one of the dominant trends in the development of
civilization in the XXI century. Due to the rapid increase in the capabilities
of computer science, telecommunications and new information technologies,
information generated habitat and human activity. The use of modern technologies
in the educational process with each passing day it becomes more and more a
necessary condition [2]. The traditional group teaching methods are ineffective
for improving the quality and scope of educational activities. The creation and
development of distance education system in Russia is defined by one of the
priorities of state policy in education. This fact is due to a number of
advantages and possibilities of distance education, which provides flexible
education for people who could not or can not implement it in the usual way
(distance to qualified educational institutions, disability, personality,
special abilities a student). This is especially true for our country with its
vast territories and non-uniform-density, concentration of research centers in
major cities, as well as the annual increase in the number of people with disabilities
(HIA). Currently in Russia there are over 2 million children with disabilities
(8% of the total children population), of which about 545 thousand are children
with disabilities. According to the Minister of Health and Social Development,
23.6% of children with disabilities suffer from diseases of various organs and
metabolic disorders, 21.3% - mental disorders and 23.1% of children with
disabilities have motor disorders. [1]
Distance
education has several advantages over traditional forms of
learning-governmental, and, above all, for those with health impact assessment:
1.
Individualization of learning, providing every student the opportunity of
building individual learning paths, individual timetables. This is especially
important for people with limited mobility and, above all, for health reasons.
2. Coverage of education.
The simultaneous treatment of many sources of educational information (digital
libraries, data bases, knowledge bases, etc.) a large number of students,
communication via a network connection to each other and with teachers.
3. Manufacturability. The
use of the educational process, Shih newer developments of information and
communication technology to promote the rights in the post-industrial world
information space. Geography established educational network currently
stretches from St. Petersburg in the west to Yuzhno-Sakhalinsk in the east, and
from Arkhangelsk in the north to Odessa in the south.
4. Social equality. Equal
educational opportunities regardless of place of residence, health status,
elitism and material well-trained. So, every year, every second applicant
full-time education does not enter the university elected by competition.
Overall, the entrance examination for full-time training eliminated about 450
thousand people. The educational needs of some social categories, including
persons with HIA almost satisfied.
5.
The new role of the teacher. Distance education expands and updates the role of
the teacher who must coordinate the educational process, continually improve
their courses taught, increase creativity and skills in accordance with the
innovations and innovation. In addition, the electronic control knowledge
ensures objectivity and independence of the ratings.
Today,
distance education, according to many experts in the field of inclusive
education is considered very effective in working with children with
disabilities and children with disabilities. The main performance is achieved
by individualization of the training. Each student is engaged on a schedule
convenient for him and for him a comfortable pace, one can learn as much as he
personally needed or recommended by physicians to master a particular
discipline.
However,
distance education students with disabilities must take into account the main
points, and, above all, [1]:
1.
compliance with the concept of integrated multi-level continuous-formal
education;
2.
Inclusion in the established normative teaching practices;
3.
integration into the national education system;
4.
organic relationship and complementarity between education and rehabilitative
technologies, ie ensure uniformity of educational and rehabilitative process.
Distance
education for people with HIA has a clear advantage over traditional forms of
education, because of the possibility of providing educational services to this
category of citizens, irrespective of other rehabilitation services provided by
an individual program of rehabilitation. With the help of distance learning can
provide access to education for persons with special educational needs, thereby
reducing the barrier and to ensure inclusion of a single educational
environment with continuous educational path. The positive influence distance
education and on the very student with a variety of health problems, increasing
its creative and intellectual potential through self-organization, the pursuit
of knowledge, skills, interact with the computer and make responsible decisions
on their own. For the planned organization of the continuous multi-level
integrating education for individuals with health impact assessment is
necessary to form a powerful infrastructure of distance learning, which will
provide children with HIA to get a full education.
Literature
1.
Gareyeva G.A. Formation of
information competence in the context of Distance Education / M.A.
Zaharischeva, R.R. Kamalov, G.A. Gareeva // Computer Science and Education. In
2008. - № 10. - S. 124-125.
2.
Safronov V. The organization of the
educational process of primary and secondary vocational education for disabled
people in terms of the possibility of using elements of distance education (analytical
review) http://engineer.bmstu.ru/.