| Аннотация |
В международных нормативно-правовых актах, гарантирующих право на высшее образование молодых людей с ограниченными возможностями здоровья (ОВЗ), обозначается важность обеспечения равного доступа на основании их индивидуальных способностей. В данном обзоре зарубежных исследований раскрыты проблемы и достижения в реализации потребностей студентов и обеспечения равных возможностей обучения в высшей школе независимо от группы инвалидности и степени стойких нарушений. Обобщены отзывы и суждения студентов с ОВЗ об их потребностях, возможностях и возникающих проблемах в период обучения в вузе. Цель исследования – обоснование приоритета индивидуальных потребностей студентов с ОВЗ при обучении в инклюзивной университетской среде. На основании изучения зарубежных исследований, опубликованных в доступных базах данных научной литературы (WOS, SCOPUS и APA PsycInfo) в период с 2018 по 2022 г., по различным аспектам высшего инклюзивного образования (ВИО) проанализированы мировые практики и тенденции по данному направлению, сопоставлены воззрения научных школ на формирование образовательных потребностей и их реализацию лицами с ОВЗ в университетской среде различных стран. Процесс обретения личной идентичности студентами с ОВЗ зависит от множества социальных и биологических факторов. Осознание имеющихся проблем и стигматизирующих обстоятельств, развитие самостоятельности и возможностей профессионального роста в процессе реализации инклюзивных образовательных технологий для лиц с ОВЗ являются значимыми элементами адаптации обучающихся. Выявлены основные препятствия в организации инклюзивного образования, среди которых отмечены физические, образовательные и социальные барьеры, дефицит инфраструктурной среды для удобного и комфортного обучения лиц с ОВЗ. Обобщены особенности организации инклюзивного образования в университетской среде и обозначены существующие проблемы для обучающихся с особыми нуждами в зарубежных вузах. Благополучие студентов с ОВЗ зависит от создания безбарьерной инклюзивной образовательной среды, соответствующих индивидуальным потребностям обучающихся с различными видами ограничений здоровья средств обучения, равноправных взаимоотношений в коллективе, дружественной и благоприятной социальной среды.
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