| Annotation |
The relevance of the article is determined by the need to provide scientific and methodological assistance to University teachers engaged in the training of students with disabilities. General provisions on the organization of the educational process for this category of students are set out in a number of regulations and guidelines prepared by the relevant Ministry, but they set only General approaches and guidelines for the organization of an inclusive educational process at the University, and therefore need to detail the provisions for their most complete understanding and application in the educational process. The author has used such methods as analysis of normative documents in the field of inclusive higher education, scientific and educational literature on the problem of research, comparative analysis. The article describes the groups of students with disabilities and disabilities; the content of the activities of a specially created structure in the University-the center of inclusive education, which carries the main burden on the overall organization of inclusion in the University and the creation of special learning conditions for students with disabilities; the content of the activities of teaching staff of departments that create educational and methodological support for inclusion in the University. The article contains practical recommendations on the organization of inclusive education, formulated on the basis of the analysis of the accumulated experience of teaching students with disabilities in higher education institutions in Russia.
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| References |
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