Theory and experience of digitalization in the system of inclusive education

Abstract

According to the systematic approach, the paper reveals the theory and experience of digitalization of the inclusive education system. Research methods: retrospective analysis of the development of digitalization of the educational process of inclusive education in Russia and abroad, conversations, analysis of portfolios, situations, experience of the Pedagogical College named after N.K. Kalugin (Orenburg), assessment and self-assessment of bachelors, teachers, generalization and systematization of the data obtained; statistical methods, cluster analysis, questionnaires, analysis of parents opinions on the conditions and quality of inclusive education, analysis of students opinions on the conditions and quality of vocational training. Research results: the paper provides a theoretical analysis and analysis of research results, which made it possible to: clarify the essence of digital technologies as a set of digital devices and information and communication technologies; identify assistive means for solving corrective and compensatory problems; categories of digital devices for solving the problems of inclusive education; identify the principles, methods and technologies of digital (e-learning) in the context of inclusive, advantages and disadvantages of e-learning; models of organizing inclusive education using e-learning; free services, paid educational platforms, their opportunities, advantages and disadvantages in inclusive education; to identify the means of intellectual information support in the digital educational environment, the didactic potential of the educational platform; virtual fund of scientific effects, providing educational and methodological support for the inclusive educational process, its architectural components; to determine the directions of the virtual fund of scientific effects. Effectiveness and quality of inclusive education is provided by individual educational trajectories, the methodological resource integrates methods of educational activities in an electronic environment, online learning, and access to digital technologies. The experience of organizing distance inclusive education and inclusive group virtual learning has been clarified. Conclusions and recommendations: it has been proven that digitalization is the goal and means of ensuring the effectiveness of inclusive education; revealed the difficulties of students and the role of teachers as professional partners in their elimination; identified digital devices for solving the problems of inclusive education. The principles, methods and technologies of digital (e-learning) are presented in the context of the interaction of students and teachers.

Digitalization of educational organizations as a product- and process-innovation in the data economy: managerial and methodological aspects

“…Source: compiled by the authors based on: (Guzeyev et al, 2021;Lukashenko et al, 2021;Mertsalova et al, 2022;Privalov et al, 2019;Ryndak, 2021;Stepanova et al, 2019;Suleymankadiyeva et al, 2021;Tarasova et al, 2022a;Tarasova et al, 2022b;Shunkov et al, 2022). На основе полученных данных по результатам анализа трудов ученых в НЭБ можно сделать следующие выводы в качестве результата третьего этапа, согласно исследовательскому дизайну работы:…”

Developing Readiness of Teachers to Use Digital Technologies in Inclusive Education

“…Актуальность проблемы данного исследования в контексте инклюзивного образования рассматривалась исследователями последних лет: В.Г. Рындак («Теория и опыт цифровизации в системе инклюзивного обра-зования») [13]; Н.В. Моргуновой, Е.А.…”