Peculiarities of Training Engineering Students with Disabilities

Abstract

In this day and age, there are increasing discussions and calls for shifting towards inclusive education. In view of this, the present study intended to identify the most severe challenges disabled engineering students face according to their own view and find possible ways to solve them. For this particular aim, a survey of 555 students from five universities of Russia, Kazakhstan, and Uzbekistan was performed. These were the Bauman Moscow State Technical University, Northern Trans-Ural State Agricultural University, Sarsen Amanzholov East Kazakhstan State University, Tashkent Institute of Irrigation and Agricultural Mechanization Engineers, and South Ural State University. The survey was carried out in two stages. The first focused on identifying the main problems of disabled students (physical environment, staff skills and knowledge, theory-practice relationship, assessment peculiarities, and bias). The second intended to define the most critical of them (unadapted physical environment and reduced abilities to apply theoretical knowledge in practice). To resolve these issues, the authors propose the following recommendations to be adopted. These include adapted laboratories and equipment; programs that allow performing practical tasks; engineering tutors able to assist in performing practical tasks; an adapted assessment system with reference to health condition; psychological support to integrate disabled students into an inclusive team and eliminate prejudices. The obtained research findings can be used by other universities to promote a comprehensive integration of students with special needs into the educational process.

Application of Learning Software in Basic Education Students with Intellectual Disabilities: A Systematic Review of the Literature

“…According to research [5], [6] generally, most children with intellectual disabilities do not attend schools because they do not receive adequate education that allows them to learn, because the learning process for them is still traditional [7]; however, this method does not provide them with the same opportunities. For this reason, the educational methods provided to children with intellectual disabilities should be improved, with the understanding that their disability should not prevent this population from learning, but that each child requires personalized materials that are adapted to them.…”

Spatial Strategies Employed by Blind and Low-Vision (BLV) Individuals on the Tactile Mental Cutting Test (TMCT)

“…Spatial ability is important for BLV individuals as they navigate different environments, interpret the world around them, and for orientation and mobility [15]. Addressing the need for spatial ability in BLV populations fosters inclusivity and diversity in STEM education [16], [17]. Additionally, spatial ability has been correlated with success in STEM knowledge development and STEM professions [18].…”