Values-Based Orientations as a Component of Professional Subjectivity of Hearing-Impaired Students

Avdeeva, Anna; Safonova, Yu.A.

doi:10.17513/spno.28500

Cited by 2 publications

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“…The values of obtaining new knowledge are overshadowed, the need for independent work is underestimated. Under the influence of a new social status of a "prestigious university student", they tend to overestimate self-esteem and overestimate their capabilities [10]. Among the cognitive difficulties the following ones are highlighted: a small vocabulary, difficulty in understanding some grammatical forms, slow in comparison with hearing students, the formation of a terminological stock in the subjects taught [11].…”

Section: Iiiresults Of the Researchmentioning

confidence: 99%

Formation of intersubject competencies of hearing-impaired students on the basis of information and communication technologies

Avdeeva¹,

Oreshkina²,

Safonova³

2019

Proceedings of the 1st International Scientific Conference "Modern Management Trends and the Digital Economy: From Regional Dev

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The article presents the results of longitudinal research of the intersubject competencies of hearing-impaired students at a technical university. Six competencies have been identified to help these students adapt to the university's inclusive environment: self-development, communication, perception of information, teamwork, activity, social openness. Information and communication technologies are considered as the most important component of intersubject competencies. They contribute to the minimization of communication barriers, and due to this, the development of personal activity. The formation of selected intersubject competencies is considered on the example of intersubject integration of two disciplines of the first course: humanitarian and natural science. The humanitarian course "Workshop on social communications" is aimed at promoting the socio-psychological adaptation of first-year students. The adaptation course "Cognitive technologies of the maintenance of the "Chemistry" is designed to help improve the educational and professional capabilities of hearing-impaired students in the development of fundamental engineering subjects. Organizational, methodological and information technology support for classes is presented. According to the results of the study, the criteria for assessing the dynamics of the intersubject competencies of hearing-impaired students are described.

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Section: Iiiresults Of the Researchmentioning

confidence: 99%

Formation of intersubject competencies of hearing-impaired students on the basis of information and communication technologies

Avdeeva¹,

Oreshkina²,

Safonova³

2019

Proceedings of the 1st International Scientific Conference "Modern Management Trends and the Digital Economy: From Regional Dev

Self Cite

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Development of Special Competencies in Hearing Impaired Students in Conditions of Inclusive Environment of Technical University

Oreshkina

Двуличанская

2019

Vysš. obraz. Ross. (Print)

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The paper addresses the main problems of students with hearing disabilities when studying natural sciences at a technical university of a general type in the inclusive conditions. They are associated both with a low level of the school chemistry course knowledge and with their peculiarities of perception of educational materials in chemistry in connection with a defect. To overcome the difficulties, we have set a task to develop special competencies in students with hearing impairments, which contribute to their mastery of the university’s chemistry course at the level meeting the requirements of independently established university educational standards (IEES). The authors have developed and introduced in the educational process at BMSTU technological, organizational, and pedagogical decisions that contribute to forming these competencies in students with hearing impairments. The adaptive course “Cognitive technologies of supporting the discipline “Chemistry” is being implemented in parallel with the basic discipline “Chemistry” and on its material. This course is being taught at BMSTU in an accessible environment of multimedia laboratories providing special educational conditions for such students. The offered cognitive information and communication technologies contribute developing of special competencies (SC) in students with hearing disabilities. SC are compensatory and at the same time personally adaptational, they are included in the matrix of BMSTU competencies which are necessary for mastering by this category of students within inclusive programs. SC contribute to getting by students professional competencies defined by the IEES. The adaptive course showed a positive effect on performance indicators in chemistry of hearing impaired students. This is achieved by creating conditions that equalize the level of training of hearing impaired students in the educational process with the level of training of ordinary students.These technologies can be effectively used in the process of forming special competences in students with hearing disabilities when teaching them general technical and special disciplines at various levels of higher education. They can be applied to students with other disabilities within inclusive education environment as well.

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Values-Based Orientations as a Component of Professional Subjectivity of Hearing-Impaired Students

Cited by 2 publications

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Formation of intersubject competencies of hearing-impaired students on the basis of information and communication technologies

Formation of intersubject competencies of hearing-impaired students on the basis of information and communication technologies

Development of Special Competencies in Hearing Impaired Students in Conditions of Inclusive Environment of Technical University

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