Organizational and Technological Conditions for Providing Accessible Inclusive Higher Education

Abstract

The study is devoted to the analysis of the experience of universities in the South of Russia in ensuring the accessibility of higher education to persons with disabilities through the introduction of digital services for the subsequent development of a flexible and adaptive monitoring system for assessing the effectiveness of training using digital services and remote technologies. This descriptive study aimed to analyze the following aspects of the concept of "availability" of digital services: organizational and procedural accessibility; adaptive accessibility; psychological and pedagogical accessibility; human resources as a condition of accessibility; information and resource availability; a reflexive component of accessibility. The study relied on the methods of analysis, generalization, questionnaire, methods of visualization of study results. The research results showed the need to restructure the tools used for testing the monitoring system, develop the methodological guidelines for universities regarding the application of the monitoring system. In the result of the study, three groups of proposals were formulated to individualize educational trajectories and accompany students with disabilities via the means of digital services. The study showed the importance of improving the functionality of the university's information and educational environment in terms of creating the possibility of consolidating information about a student with disabilities at all stages of higher education.