Constructing an Inclusive Educational Environment (Using the Example of a University)

Abstract

Inclusive education in the Russian Federation is a legal norm, so the issues of the inclusion implementation in the educational process and extracurricular activities of modern universities require careful consideration. It is noted that a distinctive feature of the organization of the inclusive “space” at the Russian State University of Social Technologies is the large-scale implementation of various forms of youth inclusive practices, which cre-ate conditions for the development of significant personal qualities at the students with disabilities and special health possibilities, and their achievements of meta-subject results. The extracurricular activity organization is based on the spatial-subject, substantive-methodological, communicative-organizational, and resource (spe-cialized) components of an inclusive educational environment. Successful adaptations of higher education programs require a combination of various forms of academic and extracurricular activities. It is concluded that the effectiveness of teaching students with disabilities and special health possibilities at a modern inclusive university is directly related to the quality and accessibility of the educational environment, which implements special social, psychological, and pedagogical conditions taking into account digital transformation.