THE ROLE OF ACADEMIC MOBILITY AS A TOOL FOR INCLUSIVE EDUCATION OF STUDENTS WITH DISABILITIES IN MEDICAL EDUCATIONAL INSTITUTIONS

Abstract

An organic component of modern curricula that reflect the correlation of academic life with the world of cultures, societies, and meanings in the global, changing space of higher education is the academic mobility of students with disabilities. The current agenda of higher medical education is saturated with a global trend aimed at strengthening integration for innovations as a property of the emergence of open systems, taking into account interaction in a heterogeneous environment. Academic mobility is now a context, principle, form, and mechanism of the educational policy of the state and university. It is summarized that the issue of ensuring academic mobility opportunities for students with disabilities is considered within the framework of a personality-oriented approach and appeals to the expansion of theoretical and practical experience necessary for application in future professional and educational activities, as well as for professional and personal development. It is emphasized that an important step towards ensuring academic mobility of students with disabilities is the use of information and communication technologies, computer learning (online courses and programs) in educational practice. Academic mobility is determined by the environment in which a student with special educational needs and disabilities is located, the system of social relations with society, built on the basis of subject-subject interaction, the goals of the subjects’ activities, and personal characteristics. The development of academic mobility in students with disabilities will contribute to their successful preparation for future employment and self-realization in the profession, and increase competitiveness. The specificity of ensuring academic mobility of students with disabilities in medical educational institutions lies in the need to take into account the fact that its development is influenced by objective and subjective factors. The objective factor complicating its organization is determined to be spatial and environmental conditions, the level of accessibility to all programs implemented by the higher education institution. Subjective factors include the individual picture of the student’s disability. It is generalized that ensuring academic mobility of students with disabilities in medical educational institutions is based on personnel, information, educational and methodological, organizational, material and technical, spatial, psychological and pedagogical resources of the mobile educational environment.