Inclusive aspects of professional education

Abstract

The relevance of this study is determined by the problem of developing inclusive education in the higher education system. Purpose of the study: To identify trends in inclusive education in higher education for the improvement of personnel and educational policies. Methods. The following methods were used to organize and conduct the study: analysis, systematization, com parison, and generalization of information and analytical materials based on the results of monitoring inclusive education in the higher education system and the activities of higher education institutions in Russia. Research results. A review of domestic and international research demonstrates that inclusive education is an integral component of modern higher education. The national project "Professionalism" is a fundamental benchmark for transforming the vocational education of individuals with disabilities and individuals with limited health capabilities (LHCs) in Russia. The current state of digital transformation of inclusive education has been assessed by many domestic and international scholars. An analysis of the research conducted on this issue allowed us to draw the following conclusions: the authors identified the most significant challenges and problems; they proposed specific strategic vectors in the context of digital transformation, focused on promising areas for the development of the domestic institution of inclusive education in the higher education system. Creating conditions for comprehensive career guidance and successful career development for individuals with disabilities is a necessary foundation for professional training in higher education. The monitoring resulted in the identification of criteria and content indicators for the implementa tion of inclusive education in higher education institutions. Conclusion. Thus, the conducted monitoring of the organization of inclusive education in higher education institutions made it possible to identify trends in inclusive education in the higher education system for improving personnel and educational policies. First, the integration of international experience is only possible with adaptations tailored to the specific educational institution and student population. Second, people with disabilities are initiators and organ izers of relevant activities that promote active support for people with disabilities in their continuing education. Third, the architecture of inclusive education is a key, but not the only, factor. Fourth, the professional competence of teachers and consultants in inclusive educational environments should include not only professionally-focused knowledge, skills, and abilities, but also universal skills (e.g., flexibility, loyalty, empathy, etc.). Fifth, more attention should be devoted to training specialists for work in inclusive educational environments during their higher education, and not just during professional retraining or advanced training.