Motivation Of Students With Disabilities In The System Of Inclusive Higher Education

Abstract

The article demonstrates a problem of forming motivation to learning activities among disabled students at higher education institutions as the main means, which makes it possible to increase the level of student’s interest in the educational process and learning in general. The role of higher education institution in ensuring the integration of a young person into the society is highlighted. It will ensure that a student obtains personal and financial independence by getting a vocational education. A brief description of existing research on the motivation of disabled students to obtain higher education is given. The factors affecting the motivation of students with health limitations to get higher education are given. The learning and professional motives of such students (cognitive, social and practical) are described in detail. The demotivators of their learning (personal, social, organizational, interpersonal, financial and career choices) are indicated. It is concluded that the whole structure of motivation and professional and learning motives of ordinary students and disabled students coincide, but the special living conditions form the factors, that impede the development of educational programs and require additional measures to encourage the learning activity of disabled students. The incentives to increase the motivation of disabled students are given in the article.

Keywords: Motivesmotivatorsmotivation theory,motivation of learning activitiesinclusive higher educationdisabilities

Introduction

Currently, one of the main directions of the Russian state policy in the field of education is the creation of a universal barrier-free environment and barrier-free education, which makes it possible to ensure the full inclusion of disabled children and young people into the society. At the present stage, inclusion is aimed at adapting learning and social environment to the student's opportunities, as well as creating equal opportunities for people with some features of psychophysical development in all layers of society (Fuflygina, 2017).

The motivation of students' learning activity is widely covered in the scientific literature, while the problems of motivating learning activities of disabled students in higher education institutions are only beginning to be understood by scholars and practitioners in the context of inclusive education development in our country. It is also necessary to take into account the fact that it is being developed in conditions of high dynamics of changes occurring in the modern system of higher education. At present, the changing education system is characterized by modernization processes in all its structural components, including federal educational standards, educational programs, principles of interaction between participants in the educational process, principles of organization of the educational environment, etc. (Fuflygina, 2017). These changes can also be applied to inclusive education at the university.

Problem Statement

One of the most important functions of inclusive higher education is to encourage interest in learning people with health limitations (PHL) in such a way that their learning will bring the desired effects and benefits to them and to the society, will ensure their integration into society, will allow them to obtain personal and financial independence.

In order for a student with health limitations to become really involved in the educational environment, the tasks set for him/her in the course of the training activities must be understood and accepted internally, so they should acquire some significance for the student. High positive motivation can compensate for the lack of abilities or an insufficient amount of knowledge and skills, can be a compensatory factor. However, no matter how capable and intelligent a student is, he/she will not achieve success without a desire and an impulse to learn. Motivation is the main means which gives an opportunity to increase the level of student’s interest in the educational process and learning in general, becomes one of the leading factors for successful learning.  The motivation of students with health limitations learning activities is understood as the total amount of external and internal driving forces that motivate learners to pursue learning activities aiming to achieve learning goals. The awareness of the high importance of motivation in educational activities determines the need for a study of educational and professional motivation of students.

Research Questions

Due to the lack of knowledge of the problems associated with the disabled students’ education at the university, the following research questions should be solved:

1. To identify the factors affecting the disabled students’ motivation for learning in institutions of higher education educational establishments.

2. To characterize educational and professional motives of disabled students.

3. To validate the use of incentives to increase the motivation of disabled students in their learning.

Purpose of the Study

The purpose of this study is to develop an understanding of the motives and motivation of disabled students for thorough studying and provisions for using incentives to increase motivation in their learning.

Research Methods

Findings

Conclusion

Higher education institutions of Russia were involved in creating equal opportunities for young people with special psychophysical development in the field of vocational education, which requires studying the approaches and features of the existing work experience with those students.

It should be noted that research on the motivation of learning activities of students with health limitations is limited because of the recent inclusion of universities in the system of inclusive education. Such research should be based on studies of changes occurring in higher education itself, as well as existing theories of motivation and stimulation.

Due to a number of features (health status, special educational needs associated with it), students with health limitations are characterized by special educational and professional motivation. In general, the structure of motivation and educational and professional motives of ordinary students and disabled students coincide, but special health and care requirements form the factors that impede the development of educational programs and require additional measures to stimulate educational activities of students with health limitations.

These incentives are focused on the formation of positive, socially-oriented educational and professional motivation of students with disabilities. It is necessary to use adequate opportunities and needs of students of modern technologies, methods, techniques, forms of organization of the educational process of the university, as well as the adapting the content of educational material to suit a student with health limitations or development of necessary new teaching materials, etc. The cornerstone of these developments should be the motivating basis for the professional development of a human being.

References

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