Introduction

Education is the process of mastering the Images of the world and oneself in it, i.e. education should also include an educational function. Upbringing contributes to the formation of personality, and education - to the development of personality. Today, upbringing and education are given in different places.

The unemployed in our country are mostly women and men with a fairly high level of education. Often these are former employees of scientific and design institutions, office workers, engineers and designers of enterprises of the military-industrial complex. During the Soviet period, city organizations accumulated an excess of workers of this profile.

The discrepancy between the professions received and the demands of the labor market, the need to subsequently change the profile of specialization (about 1/2 of all types of professions for which training is carried out in educational institutions, are not required in the labor market; in this regard, up to 50% of young specialists are retrained without starting to work in the profession mastered in an educational institution) and, as a result, there is a low interest in the quality of the education received.

Object: students receiving (received) education in educational institutions

Subject: factors affecting students' education

Purpose: to analyze the dynamics of the level of education of students.

Objectives: First, identify accessibility issues higher education. Secondly, to determine the percentage of people with higher education in specific situations. Thirdly, to determine the growth dynamics of students receiving higher education.

Defining problems of higher education accessibility

“In the aspect of the study of value orientations, special attention is paid to the value of “education”.

Speaking about education, it should be noted that today there are several specific promising trends in the development of a modern university:

1. The attitude of students and their parents towards university education is becoming more and more consumerist. Great importance acquire such components of choosing a university as a well-known brand, a beautiful and compelling catalogue, good advertising, a modern website, and so on. In addition, and perhaps in the first place, the principle of "price-quality" turns into a leading one in determining a higher educational institution for future students and their parents. The university should be a mega market for knowledge consumption, with all the ensuing consequences.

2. For the majority of students, university education has lost the characteristic of "fatefulness". Education at the university is just an episode in their life, unfolding along with other, no less important episodes: parallel work, personal life And so on.

3. The university should be at the forefront of the technical and technological process, offering students the latest achievements in the organization of the educational process and student life.

4. Gradual university education is included in the process of virtualization, i.e. programs are gaining more and more weight distance education, teleconferences, education through the Internet - sites and more. For any student, a university and a teacher should be promptly available” Pokrovsky, N. E. A by-product of globalization: universities in the face of radical changes [Text] / N. E. Pokrovsky // ONS - 2005. - No. 4. - S. 148-154 ..

At the same time, over the past 15-20 years, many problems have accumulated in the Russian education system that threaten the preservation of the high educational potential of the nation.

One of the serious negative trends in the Russian education system has been the strengthening of social differentiation in terms of the degree of accessibility of different levels of education, as well as the level and quality of the education received. Inter-regional differentiation continues to grow, between urban and rural areas, as well as differentiation of opportunities for obtaining highly quality education children from families with different income levels.

“There is a problem of accessibility of higher education for people with disabilities, associated with the reform of the education system and social policy in relation to people with disabilities.

Despite the current federal legislation that guarantees benefits for applicants with disabilities, a number of factors make it difficult for people with disabilities to enter a university. Most universities in Russia are not provided with even the minimum conditions necessary for teaching disabled people in them. Higher education institutions do not have the opportunity to reconstruct their premises according to the principles of universal design from their own budgetary funds.

Currently, applicants with disabilities have two alternatives. The first is to enroll in a higher education institution at the place of residence, where there is hardly an adapted barrier environment, where teachers are hardly prepared to work with disabled people. And the second is to go to another region where such an environment exists. But then another problem arises related to the fact that a disabled person who came from another region must “bring with him” the financing of his rehabilitation program, which is difficult due to the mismatch of departments” Yarskaya-Smirnova, E. R. The problem of accessibility of higher education for disabled people [Text] / E. R. Yarskaya-Smirnova, P. V. Romanov // Sotsis. - 2005. - No. 10. - S. 48-55 ..

Within the boundaries of the common European educational space, students and teachers will be able to freely move from university to university, and the received document on education will be recognized throughout Europe, which will significantly expand the labor market for everyone.

In this regard, complex organizational transformations are ahead in the field of Russian higher education: the transition to a multi-level system of personnel training; the introduction of credit units, the required number of which a student must collect to obtain a qualification; practical implementation of the mobility of students, teachers, researchers, etc.

Any education is a humanitarian problem. Education, of course, means awareness and professional competence, and characterizes the personal qualities of a person as a subject of the historical process and individual life.

At present, there is a trend towards the commercialization of higher education, towards the transformation of universities into commercial enterprises. Relations between a teacher and a student are becoming more and more of a market nature: the teacher sells his services - the student buys them or orders new ones if the proposed ones do not satisfy him. The disciplines taught are reoriented to the immediate needs of the market, as a result of which there is a “decrease” in the importance of systemic fundamentality. There is a reduction in the share of courses fundamental sciences, which give way to the so-called "useful knowledge", that is, applied knowledge, primarily to numerous special courses, sometimes esoteric.

As a legacy from the Soviet era, Rossi inherited free higher professional education, one of the main principles of which was the competitive selection of university applicants. But it existed and especially reveals itself in modern conditions, along with the official, a completely different practice of selecting applicants for higher education. It is based, on the one hand, on the social ties of applicants' families, on social capital, on the other hand, on the basis of monetary relations, in other words, on the purchase of the necessary results of competitive selection, regardless of the actual level of preparation of applicants and their intellectual development. Not those who are better prepared and think better, but those for whom the parents were able to pay the necessary amount of money, go to study.

The university is both intellectual and information Center for local civil society institutions, as well as a forge of leadership qualities for them. Higher education, primarily universities, can play a key role in the deep evolutionary transformation of regions, the country as a whole, in the formation and development of civil society in it. This requires the formation of interest both in university structures and in the student environment.

“The first paid places in public universities appeared in 1992. Demand for paid services higher education began to take shape from that time, i.e. even before the opening of the first non-state universities (1995) In 2001 - 2002. 65% of the respondents considered paid education more prestigious, and among the group of “payers” this opinion was expressed by 75% of respondents” Ivakhnenko, G. A. Dynamics of students’ opinions on the modernization of higher education [Text] / G. A. Ivakhnenko // Sotsis. - 2007. - No. 11. - S. 99 .. In 2006-2007. the total number of students who deny the greater prestige of commercial education compared to education at state universities increased to 87%, and the share of those who hold the same opinion among the "payers" was 90%. Among the reasons why one or another system of education is chosen, the main ones are still the ease of admission and the desire to reduce the risk of failing exams to zero (more than 90% both in 2001-2002 and in 2006-2007) . Other reasons - the level of training of teachers, the best technical equipment of universities - do not have a significant impact on the selection process. When studying the attitude of students towards paid education, it is important to consider what their ability to pay for education is.

Also, based on the study of Tyuryukanov E.V. and Ledeneva L.I., it can be noted that now the prestige of higher education is high both in general among the population of migrants surveyed by them, and in each individual region. At the same time, in general, migrant families are distinguished by limited adaptation resources: both material, and information, communication and social. They are torn out of their usual life context and have limited access to social services and cultural values. The successful integration of migrants into Russian society, their transformation into an organic part of the Russian population will, in particular, contribute to the implementation of the educational orientations of their children

UDK 378.013.2

ACCESSIBILITY OF HIGHER EDUCATION AS THE INSTITUTIONAL BASIS OF MODERN SOCIETY

E.A. Anikina, Yu.S. Nekhoroshev

Tomsk politechnical University Email: [email protected]

The relationship between the availability of higher education, payment and credit is analyzed. A classification of the forms of accessibility of education is given, which helps to determine the priorities for the development of the education system as a whole. The analysis of the possibility of developing the Russian system of higher vocational education along the way of increasing individual costs, as well as an assessment of ways to overcome the financial constraints of families in obtaining higher education. It is concluded that it is necessary to create optimal educational lending programs.

Keywords:

The system of higher professional education, the availability of higher education, universality, mass character, financing of education.

System of higher education, higher education accessibility, universality, large-scale participation, funding education.

The modern economy, positioned as innovative, largely depends on the quality of the country's human capital, the formation of which, in turn, implies a high-quality and diverse educational system, which, thanks to market expansion, includes both formal and informal variations, non-systemic changes. Such a transformation of education, solving the problem of accessibility, leads to a contradiction of goals, calling into question the quality and efficiency of the services provided.

In this regard, the problems of accessibility of the system of higher professional education are of particular relevance, since in the conditions of the market, higher education is not guaranteed by the state to all citizens, and its role becomes decisive from the point of view of the country's entry into the trajectory of a stable economic development and introduction of new technologies.

Achieving acceptable economic growth and modernization of the economy by Russia is impossible without solving the problem of modernization educational system and expanding its coverage of all age and social strata of the population. As a result, there is a need to analyze the relationship availability - payment - credit.

Under the accessibility of the system of higher professional education (HVE) we mean the availability of the main structural elements of the HVE, namely, higher education institutions that provide high quality services, regardless of their organizational and legal forms, types and types, implementing educational programs and state educational institutions. standards of various levels and orientations for the bulk of the population, regardless of socio-economic factors (economic accessibility), as well as the availability of entrance exams, educational programs

and educational standards from an intellectual position for the bulk of the population (intellectual accessibility). Economic affordability implies that the financial costs of households for the purchase of quality higher professional education services (including related costs) should be characterized by a level that does not jeopardize or undermine the satisfaction of other primary needs, i.e. these costs should be such a part of their income which is not burdensome.

In essence, the accessibility of SVPO can be interpreted even more simply as the level of costs for overcoming obstacles, which include financial (economic accessibility) and mental (intellectual accessibility) costs.

In addition to direct inequality in access to SVPO, let us highlight the inequality of intentions (social accessibility) - the dependence of the probability of intention, desire to enter a university on social differences. Inequality of intentions is generated by socio-economic factors that determine the accessibility of higher education in general, and, in particular, by the social environment in which a person grew up (social networks), as well as less significant factors, such as confidence, certainty and knowledge that a person has the right to do something.

It is necessary to determine which of the availability is primary and which is secondary. To begin with, we note that in Russian education, global trends are repeated in the transformation of higher education from elite to universal. It is received not by the elite, but by the majority of young people who have graduated from a comprehensive school. As a result, in today's market educational services the declared universal accessibility of higher education is mainly a slogan, since in many countries it is transforming

goes into excess mass. It is important to emphasize that universality and mass character are concepts of different qualities. By universality, we mean the availability of SVPO for everyone who has the talent, interest, intellectual abilities to receive higher education, regardless of socio-economic factors (assumes a high criterion for selecting students by intellectual abilities). And under the mass character - the availability of SVPO for everyone who is able to bear the costs associated with obtaining higher education, regardless of talent, interest, intellectual abilities (low criterion for selecting students by intellectual abilities).

Thus, in the Russian system of higher education today there are two subsystems: one - "elite" education, characterized by a relatively high quality of services provided, and the other - mass higher education of low quality. Higher education of low quality can, with some assumptions, be called relatively affordable both financially and intellectually. High quality education opportunities vocational training future professionals have declined for most of the population from both positions.

As a result, the analysis of the accessibility of higher education should be focused differently in relation to the two existing systems that provide educational services of low and high quality, respectively. It is obvious that expanding the availability of mass low-quality higher education cannot be a task of social and economic policy.

However, even taking into account the differences in the quality of the services provided, the primary one today is economic accessibility, which determines the overall availability of SVPO.

Sociological research data show that insufficient financial resources of the family are often cited as motivations for refusing to receive higher education, more than a third of households put this factor in the first place. It is worth noting here that the so-called “middle class” prevails among university students (53% of the families of entrepreneurs, managers and specialists). But even they, most often (73%), say that student tuition is very significant for the family budget, as it requires serious restrictions on other expenses.

It turns out that the most selective (quality) part of higher education is available to a relatively small number of students, while others are rejected, dropping out of the competition.

Persistence of differences in opportunities to obtain a higher level of education, due to

caused by differences in learning abilities and in the individual efforts expended on mastering knowledge, is justified. The availability of higher education should be determined by the level of abilities, talent, high personal investment in human capital, and not by the level of financial and social capital of the family.

In addition, as the results of annual sociological surveys over the past 5 years show, an increasing number of parents are striving to "give a higher education" to their children. Since 2002, more than 1.5 million people have overcome the "school-university" barrier. .

It is obvious that in the face of growing demand for higher education services, the previous methods of financing are not able to provide large-scale training of specialists at a high level. This poses the problem of creating such financing mechanisms for the higher education system that would ensure the expanding production of highly qualified personnel with the rational use of society's resources and reducing the scale of redistribution processes. In fact, it implies the rejection of full budget financing and the transition to a system of private investment, i.e., the transition from a system with partial cost recovery to a system with full cost recovery as the predominant one, which can already be observed in modern Russian conditions. A partial cost-reimbursement system is a higher education financing system in which the state pays in full the cost of a student's education at a university, and partially reimburses (or does not reimburse at all) the costs of related expenses (accommodation, teaching materials, additional services, meals, etc.). The system with full cost recovery assumes that all the above costs are fully borne directly by the consumer of the educational service (student and / or his family).

However, the issue of the ratio of education costs for all stakeholders and the possibility of developing the Russian SVPO along the path of increasing individual costs is ambiguous and contradictory in terms of ensuring its accessibility and quality.

Education is an economic good, so it cannot be "free". If the costs do not fall on the student or his parents, then they are distributed to all other citizens of the country. Moreover, in the conditions of a market economy, higher education is a “mixed economic good”, combining the features of both public and private goods, that is, the consequences of the consumption of educational services turn out to be a boon not only for the direct consumer, but also for the economy and society. generally. From this follows another important feature higher education as a mixture

a certain economic good, which consists in the fact that it has positive internal and external effects.

This allows us to draw an important conclusion that higher education should be paid for in one way or another by all interested parties, which include the student and his family, the business sector, universities, the state and society as a whole. At the same time, a very important point should be taken into account, the higher school does not exist on its own, it is part of the social whole and must correspond to it. Therefore, the introduction of the market in the field of education should follow the development of the market in the economy.

In this sense, the market in education, understood as an absolutely free, completely uncontrolled and unlimited game of private interests, is unacceptable. Education, as already noted, is a “mixed” good, that is, not only private, but also public. But the social value of education has a decisive, main significance. If education follows only the logic of the development of a market economy, then in the course of competition in education the same thing will be observed as in the modern business sector. Which will lead to a violation of the main tasks and functions of higher education in society. Thus, market competition in this area is completely inappropriate. And the market mechanisms that exist here require the intervention of society and the state. The market itself is incapable of putting things in order in the training of specialists, since worst universities are able to offer their "product" at the lowest price.

Thus, higher education cannot be guided only by the needs of the market, that is, private, selfish and short-term interest, it must also remain a public good and serve the strategic goals of the development of the individual, society and the state.

In addition, education belongs to the category of trust goods, that is, to those goods and services, the quality of which the buyer himself is practically unable to assess directly even after their purchase and is forced to rely on information that he receives from someone, in particular from a university. . In other words, the trusting nature of education determines the uncertainty of its quality. However, for education, this is not the only type of uncertainty. Another source of it is the applicant's lack of information at the time of making a decision about how useful and valuable the profession he has chosen will turn out to be. Accordingly, here, too, he is forced to rely on signals from outside.

The trusting nature of this benefit opens up wide opportunities for opportunistic behavior by more informed market players. At the same time, even the established fact of opportunism in the form of providing an underestimated quality of educational services is not necessarily

allows the buyer to receive compensation from the university - after all, the consequences of such education are not immediately apparent. That is why in the educational market, more than anywhere else, mechanisms are relevant that would discipline sellers and prevent them from taking advantage of information asymmetry. These should not be contractual, but institutional mechanisms. And the problem of the design of such mechanisms and their effectiveness is directly related to the problem of financing education.

Thus, educational policy that does not take into account the institutional environment leads to negative economic consequences for higher education. In general, it can be concluded that the parallel coexistence of two education systems with partial and full cost recovery is inevitable. This is how it actually exists, there is not a single country in the world where higher education for the population would be completely free, and there is not one where it would be completely paid. The proportions vary, but are probably largely determined by the characteristics of social systems; in socially oriented countries (developed countries of Europe, for example, in Germany), the system with partial cost recovery prevails, and in countries oriented to the market, the share of places with full cost recovery in universities is much higher.

As for Russia, funds for improving the quality of training, for the modernization of universities and worthy remuneration for teachers in state budget clearly not enough. In this regard, there is a gradual predominance of the system of higher professional education with full cost recovery.

Based on the current situation in the field of higher education in Russia, we can conclude that the problem of economic accessibility of SVPO will only increase in the future, which can lead to extremely undesirable consequences for the socio-economic development of the country. To avoid this, it is necessary to provide ways to solve these problems. One of these ways is the development of a system of public (or private) educational loans and subsidies, which in the modern world experience in the development of higher education are considered as mechanisms for ensuring equal access to SVPO for the population belonging to different strata of society. But here the question arises: can Russian families afford this?

Unfortunately, the majority of the population today has a below-average income level. As a result, only 25-30% of families can potentially participate in financing the education of children. According to experts, by 2010 the number of such families will grow to 40.45%. Therefore, most Russians believe that education, including higher education, should be free. As a result, 70% of families

They are oriented, first of all, to the possibility of their children entering the budgetary department, and education for a fee is considered as a fallback option, that is, payment for consumers of educational services acts as a compensatory mechanism.

Thus, we obtain a clear confirmation of the fact that the decisive reason limiting the accessibility of high-quality higher education is the costs associated with obtaining it. In general, for an average Russian, the share of education costs per family member is about 35% of his income. Therefore, it is no coincidence that three-quarters of the families of university entrants (73%) believe that the education of their children will require serious restrictions on their family budget. At the same time, for most of them (54.6%), the burden on the family budget will be very noticeable, and for 28.5% - reasonable. Almost imperceptible burden on the family budget will be only for 3.4% of parents.

As can be seen, the financial capacity of Russian households is clearly not sufficient to ensure that, under the conditions of the gradual dominance of a system with full cost recovery, all students pay for tuition.

Of course, the state is not going to introduce a system of higher education everywhere with full reimbursement of costs, moreover, today it is not able to do this, since in accordance with the Constitution of the Russian Federation (Article 43, paragraph 3) “everyone has the right to receive free of charge on a competitive basis higher education in a state or municipal educational institution and at an enterprise. Based on this, it should be assumed that the state will pay for the training of such a number of people that, firstly, it needs for the purposes of effective functioning and fulfillment of its main tasks, primarily related to ensuring the national security of the country. Secondly, that part of talented young people who are willing and able to study. For the rest of the citizens, higher education will be, and already, in fact, their personal issue, in which the state should help them, as is done in all developed countries, for example, through special grants and loans for education.

Indeed, in the context of the inevitable reduction budget places in universities and the actualization of the problem of economic accessibility of SVPO for most Russians, a logical solution to this problem is the development of the institution of educational lending, as a damper way to move from an education system with partial cost recovery to a system with full cost recovery as the predominant one. This will lead to an increase in the economic accessibility of SVPO, which, in turn, can cause ambiguous and contradictory consequences:

1. Universities placed in tough conditions of competition for applicants, all other things being equal, will be forced to accept everyone, who will turn out to be quite a lot, since the financial problem, which is today the main deterrent in obtaining higher education, will be solved with the help of a loan. As a result, we get a system of low quality mass higher education with all the ensuing consequences.

2. Another development of the situation is also possible, which is a more likely option than the first, given current trends. The predominance of the education system with full cost recovery can cause a significant reduction in those wishing to receive higher education, since for the majority the financial problem will not be solved with the help of an educational loan due to its high cost and / or the conservatism of Russian society, expressed in the unwillingness of the population due to socio-cultural and mental features of taking any loans. Confirmation is the following fact: today every second family (57%) of university applicants is ready, if necessary, to borrow a large amount to pay for education. Half (51%) are aware of the existence of an educational loan, but only a little more than a third of families (35%) are ready to use it on acceptable terms, and in fact only 1.2% have used it. At the same time, most heads of households believe that such a loan should be interest-free and should be written off if a person is sent after receiving a diploma to work in those places and for the salary that will be offered by the state.

In general, these features in the field of educational lending correspond to the general attitude of Russians to loans, namely, the reluctance to take loans and the fear of the prospect of living in debt. Thus, according to research by the Public Opinion Foundation, only 36% of the population over the past 2-3 years have had a chance to use a loan (take a loan from a bank or buy goods on credit in a store). At the same time, 61%, in principle, do not allow themselves the opportunity to use any kind of credit in the future. Of those who are ready for loans, only a few (3%) are considering the option of a loan for educational needs.

As a result, in this situation, either a massive reduction in universities is possible, as a result of which the country will receive a high-quality SVPO, accessible both financially and intellectually only to a limited number of citizens; or, if the number of universities remains the same, the country will have low-quality SVPO, accessible financially and intellectually. In fact, these trends are already observed in modern society, so if nothing is done, they will intensify.

Thus, we can conclude that in modern conditions, most of the population is not yet ready for educational loans either financially or mentally. Due to the identified features of Russian society, we come to the conclusion that an educational loan can be only a partial mechanism for increasing the economic accessibility of SVPO, capable of providing assistance to predominantly wealthy segments of the population (“middle class” and above), if they need it at all. For the "minority", which is understood as a certain part of society, characterized by the presence of less power, which is often, but not always, small in comparison with the dominant (large) group and has relatively worse opportunities for choice, educational credit practically does not solve the problem of affordability of SVPO on for many reasons, mainly due to their negative attitude towards the possibility of loans, not so much because of personal economic calculations, but because of their dislike of debt. Therefore, for such students, special solutions are needed to increase the accessibility of SVPO. That, however, does not indicate the uselessness of educational lending as an institution.

The need to develop new approaches to attracting private resources to education is generally due to the low level of income of the population and the need to provide convenient and profitable accumulation schemes for it.

BIBLIOGRAPHY

1. Household spending on education and social mobility. News bulletin. - M.: GU-HSE, 2006. -56 p.

2. Federal State Statistics Service. 2009. JUL: http://www.gks.ru (date of access: 22.01.2009).

3. Abankina I.V., Domnenko B.I., Levshina T.L., Osovetskaya N.Ya. Prospects for Educational Lending in Russia // Educational Issues. - 2004. - No. 4. - S. 64-88.

4. Andrushchak G.V., Prakhov I.A., Yudkevich M.M. Strategies for choosing a higher educational institution and preparing for admission to a university // Project "Educational Strategies for Applicants". -M.: Vershina, 2008. - 88 p.

5. Educational trajectories children and adults: family incentives and costs. News bulletin. - M.: GU-HSE, 2007. - 40 p.

It should be noted that there are differences in the strategies of families. Families experiencing financial difficulties are more likely to pay for education from the savings of the older generation (parents) or borrow money. Families with higher incomes (“middle class” and above) pay for their studies mainly from the current earnings of their parents.

All this puts on the agenda the issues of developing mechanisms for private investment in education. In our opinion, the main problems of their formation are:

Lack of mechanisms for direct state support of private investment through the development of both private and state lending and subsidizing programs;

The underdevelopment of the system of financial instruments for targeted savings, which make it possible to distribute the costs associated with obtaining education in time, and thus reduce the burden on the family budget (educational securities, educational insurance, educational lending).

From the analysis of the material presented, it follows that for the majority of students, studying at a high-quality university is associated with very high costs; given the opportunity to get a higher education of not the highest quality, but affordable in terms of finances and intelligence, many households opt for the latter. In the current situation, well-planned student loans can help solve these problems.

6. Constitution Russian Federation// Guarantor-student. Special issue for students, graduate students and teachers [Electronic resource]. - 2009. - 1 electron. opt. disk (CD-NOM).

7. Borrowers: repayments on loans during a crisis. - Population survey: report // Public Opinion Fund. 2009. JUL: http://bd.fom.ru/report/map/d090312 (Accessed: 22.01.2009).

Currently, one of the public priorities in the Russian Federation is to ensure the right to education of people with disabilities and people with disabilities within the framework of inclusive education.

The creation of conditions in universities for the education of students with disabilities and the disabled is becoming increasingly important every year. In 2001, 11,073 students with disabilities and with disabilities were studying in 299 universities of the Ministry of Education of the Russian Federation. The number of students with disabilities and with disabilities in Russian universities continues to grow: from 5.4 thousand people in 2002 to 14.5 thousand people in 2003, in 2016 - more than 23 thousand. IN last years there has been a trend towards an increase in the number of educational institutions of higher professional education that provide training for people with disabilities and people with disabilities in the framework of inclusive practice. However, today the accessibility of higher education for persons of this category is an acute social and pedagogical problem which consists in creating the necessary conditions for comfortable learning of a "special" student - an inclusive educational environment.

Since the beginning of the nineties of the XX century, as noted by I.N. Zarubin, the activity of persons with disabilities and disabled people in obtaining higher professional education has increased.

An analysis of the pedagogical literature shows that the problem of the accessibility of higher education is rooted in one of the main problems of pedagogy: the development of the individual in specially created conditions. The term "accessibility" exists in the theory of pedagogy, expressing one of the principles of managing the activities of students (V. Davydov, L. Zankov, M. Skatkin, D. Elkonin). Recently, the issues of higher education of people with disabilities and people with disabilities have attracted all more researchers in connection with the obvious public recognition of the special relevance of these issues and the need to search pedagogical paths their decisions. The axiological approach to this issue, the role of the social integration and rehabilitation potential of higher education, the social and pedagogical nature of the problem of accessibility of higher education, the issues of inclusive education for people with disabilities at the university are covered in the publications of N. Malofeev, N. Nazarova, M. Nikitina, G. Nikulina, T. Privalova, E. Starobina, L. Shipitsyna and others. S. Lebedeva, P. Romanov, O. Tarasova, E. Yarskaya-Smirnova and others deal with the problems of accessibility of education for disabled people in Russia.

The accessibility of higher education for people with special needs directly depends on the existing legislative support for the educational opportunities for this category of students in universities. Domestic and foreign experience shows that the educational process is built taking into account international legal documents (declarations, acts, pacts, conventions, recommendations and resolutions), as well as legislative and by-laws. These documents speak of the need to create in universities barrier-free environment(ramps, elevators, handrails, etc.), providing educational institutions with special furniture and rehabilitation equipment (sound-amplifying equipment for stationary use, tiflo devices, etc.), adapting training programs to the psychophysiological characteristics of people with disabilities (individual schedule of consultations, individual schedule for taking tests and exams, etc.).

In her research, E. Martynova accessibility of higher education for people with disabilities and people with disabilities is considering four levels: university, region, national and global level.

The first level is the university level. Availability "begins and ends" at a particular university. One way or another, the applicant decides how accessible this university is to him. Serious problems can be encountered at this level. The first is university admissions policy. The second problem, which follows from the first, is to attract potentially bright students to a given university. When an applicant becomes a student, this does not mean that the problem is solved. Having passed the barrier of entrance examinations, many find themselves among many difficult situations: adaptation, the financial side of life, personal problems.

The second level is regional. Accessibility at the regional level is understood by E. Martynova as an opportunity for young people to receive the desired type of education in the area where they live. This implies the opportunity to realize their abilities in the chosen profession. The university should cooperate with the scientific societies of students, work with gifted children in such a way as to bring them closer to scientific research. The same actions purposefully contribute to the expansion of the accessibility of higher education for persons with disabilities and the disabled.

The third level is national. Accessibility at the national level can be understood as a vertical, level compatible, national education system, so that the student has the opportunity to freely move from one level to another, higher, in another educational institution. Then the question arises of standardizing curricula, certificates, diplomas, certification and transition procedures.

The fourth level is global. Global accessibility means a person's ability to enroll in any university of their choice in the world. The role of universities at the international level in expanding the accessibility of higher education consists in the development of student exchange, the universalization of final documents on higher education, and integration into the world educational system.

Table 1

A student with a disability has the status of not only a student, but also a disabled person at the university. This should be reflected in curricula, teaching methods, in the calculation of the workload and the features of the staffing of a higher educational institution, as well as in the range of services and facilities of the university environment that allow the applicant, and subsequently the student (a person with disabilities, a disabled person) to acquire learning skills, behavior in an inclusive environment, access to right place at the university, have access to special equipment and a library.

Within the university inclusive education- inclusion of a student with disabilities/disability in the educational environment. An educational institution must be adapted and have all the necessary conditions for a comfortable education of a “special” student. Inclusion is a process of transformation of the entire educational institution, aimed at removing barriers to the equal and open participation of all students, including those with physical disabilities in the educational process and the life of the university.

All employees of higher education, parents, students, officials and the whole society are involved in this process. In this regard, a number of pressing issues can be identified, including:

Is the educational institution always ready to accept a student with disabilities?

Are there teachers who are competent in teaching students with special educational needs?

Is there the necessary (special) equipment for the implementation of the educational process at the university?

Are students with normative development ready for co-education with persons with disabilities?

To date, a number of Russian universities have gained successful experience in creating special conditions for students with special educational needs as part of inclusive practice. Together with students with normative development, students with disorders of the musculoskeletal system or visual organs study at Saratov State University, Tomsk State University, the Russian Academy of Entrepreneurship, etc. Conditions for teaching students with hearing and speech impairments are created at the Head Educational Research and methodological center vocational rehabilitation of hearing impaired people of the Moscow State Technical University. N. Bauman, Institute of Social Rehabilitation of Novosibirsk State Technical University. Chelyabinsk State University, Moscow City Pedagogical University, Russian State Pedagogical University named after A.I. Herzen, Academy of Management "TISBI" and others.

Currently, the Union of Russian Rectors is conducting a study of the accessibility of buildings, structures and the premises of Russian universities included in them for people with limited mobility. Roadmaps are being developed for the period from 2016 to 2030, in the following areas:

1) creation of a barrier-free educational environment - ensuring unhindered access for students with disabilities to college, as well as ensuring the organization educational process students with disabilities, disabled people with special means (architectural accessibility);

2) material and technical equipment of the educational process, taking into account special educational needs;

3) formation of a comfortable psychological environment that allows a student with disabilities to feel comfortable in the organizational and pedagogical conditions of an educational organization;

4) access of students with disabilities, disabled people to new information and communication technologies and systems, including the Internet;

5) correction of the behavior of students with disabilities, disabled people and students with normative development in the conditions of the university;

6) providing access for students with disabilities, disabled people to places of recreation and sports.

The study was carried out in 2 stages:

1. Analysis of the Passports of accessibility of the object for persons with disabilities, the disabled and the educational services provided on it by the Federal State Budgetary Educational Institution of Higher Education "OGPU".
2. Survey of students of FGBOU VO "OGPU", FGBOU VO "OGPU" through the official group in the social network.

We have analyzed the Passports of accessibility of the object for persons with disabilities, the disabled and the educational services provided on it.

table 2

The state and existing shortcomings in ensuring the conditions of accessibility for the disabled of the services provided in the Federal State Budgetary Educational Institution of Higher Education "OGPU"

This allows us to conclude that the Federal State Budgetary Educational Institution of Higher Education "OGPU" is not ready to fully implement inclusive education for people with disabilities and people with disabilities. At the same time, more than 30 students with impaired functions of the musculoskeletal system, vision, hearing, and speech disorders are currently studying at the Orenburg State Pedagogical University. Students with special educational needs study on a general basis.

It should be noted that among the graduates of the university over the entire long history there are more than 20 people with disabilities and disabilities. Shortcomings in ensuring the conditions for accessibility of the services provided for the disabled did not become an obstacle for them to receive higher education.

It should be noted that inclusion in education places increased demands on all participants in the educational process. From students with disabilities, it requires intellectual and psychological mobilization and readiness, from students with normative development - tolerance, willingness to help, understanding. In addition to the problems that arise in the team of students, there are barriers that face teachers working in groups where there are students with disabilities.

330 people voluntarily took part in the survey. In total, the respondents were asked 2 questions in the questionnaire, the answers to which made it possible to identify the attitude of students towards persons with disabilities, to the situation of teaching persons with disabilities and people with disabilities in the OGPU as part of the organization of inclusive education at the university.

To the question “How do you feel about the fact that people with disabilities study at our university?” 210 respondents answered - "positively"; 115 students - "neutral" and 5 people out of 330 students - "negative".

The next question is “How do you feel when you see people with disabilities?” revealed: 169 people feel a desire to help and a sense of responsibility to people with disabilities, 152 people feel pity and compassion, 9 people feel fear, hostility and irritation with people with disabilities. Perhaps students who experience negative emotions towards persons with disabilities have never had the opportunity to contact them or have insufficient knowledge about this category of persons.

Based on the results, we can conclude that psychologically, the majority of respondents are ready to learn, interact and help people with disabilities. It is impossible to completely eradicate negative attitudes, but it is possible to contribute to this. The competencies necessary for working in inclusive education are “dissolved” in various academic disciplines that introduce students to psychological features persons with disabilities, disabilities and the specifics of their education in the context of inclusive education.

The results obtained during the study allow us to formulate the following conclusions:

1. An analysis of modern works in the field of research suggests that the problem of accessibility of higher education for people with disabilities and people with disabilities within the framework of inclusion is relevant. This is confirmed by the contradictions between the need of modern society for integration and equality of life opportunities for all social groups and the insufficient level of readiness of the higher education system to involve people with disabilities and persons with disabilities in the field of social and professional relations and the insufficient theoretical and practical development of ways to form it in the conditions educational organizations higher education.

2. Based on the results of our study on the example of the Orenburg State Pedagogical University, we can conclude that the Federal State Budgetary Educational Institution of Higher Education "OGPU" is not ready to fully implement inclusive education for people with disabilities and people with disabilities.

3. Psychologically, the overwhelming majority of respondents are ready to learn, interact and help people with disabilities, the disabled. Students are ready to accept a student with disabilities, provide him with timely assistance, support in the learning process and contribute to psychological comfort in the student body.

The implementation of the rights of persons with disabilities to education is associated with a number of problems related to the reform of the education system and social policy in relation to persons with disabilities. From 1930 to 1960 the first specialized programs were opened in technical universities focused on certain types of disabilities, including the Bauman Moscow State Technical University, the North-Western Polytechnic Institute in Leningrad, but this problem was peripheral to state policy, public opinion and control systems high school generally. Since the 1960s, a number of central universities have been accepting disabled people for group and individual education (Institute of Culture, Mukhinskoye higher school, Leningrad State pedagogical institute named after A.I. Herzen, Leningrad State University, Leningrad Polytechnic Institute), the number of specialties is expanding. With the adoption of the Federal Law “On the Social Protection of the Disabled in the Russian Federation” (1995), for the first time, the goal of state policy is not to help the disabled, but “to ensure that disabled people have equal opportunities with other citizens in exercising civil, economic, political and other rights and freedoms provided for by the Constitution RF". A number of federal targeted programs are being implemented in Russia, through which several universities received targeted funding to strengthen the material and technical base of higher education for people with disabilities. This makes it possible to increase the admission of disabled people to universities, to expand the number and variability of educational programs, including those in the humanities.
There are not so many examples of universities that implement targeted training programs for students with disabilities, but their number is gradually growing. Until 2000, only three authorized universities (MGTU named after Bauman, Moscow Boarding Institute and Novosibirsk State Technical University) provided special educational and rehabilitation programs for students with disabilities in the form of a state order. In accordance with the Decree of the Government of the Russian Federation, the creation and equipping of these and a number of other model centers for secondary and higher professional education and other measures for the professional rehabilitation of disabled people continues. In addition to the three universities mentioned above, among those that conduct educational programs for the disabled under the state order, one should name the Krasnoyarsk Trade and Economic Institute, the Moscow City Pedagogical University, the Herzen State Pedagogical University of St. Petersburg.
It should be noted that in addition to those programs that are supported by the Ministry of Education of the Russian Federation, there are also pioneers who, on their own initiative and with grant support, implement various models of higher education for people with disabilities. Thus, since 1992 Chelyabinsk State University has been teaching disabled students, first in the form of an experiment, and since 1995 the university has moved to systematic work to create conditions for students with disabilities. In 2001, 11,073 disabled students were studying in 299 universities of the Ministry of Education of the Russian Federation, including 4,454 students in polytechnics; in classical universities - 3591 people; in pedagogical universities - 2161 people; economic - 840 people. At the same time, according to the Department of Special Education of the Ministry of Education of the Russian Federation, the number of such students is unevenly distributed in these universities: in fourteen - more than a hundred, in 52 higher educational institutions there are from 50 to 100 disabled students, and the number of students with disabilities in all other universities is up to several dozen. The number of students with disabilities in Russian universities continues to grow: from 5.4 thousand people in 2002 to 14.5 thousand in 2003. In the period from 1996 to 2003, the proportion of disabled students among students increased from 0.08 to 0, 4%. This is a positive trend, although it is still far from the European level (in France, the proportion of disabled students among students is 5%). It should be noted that the statistics of admission to universities of disabled people in Russia is not taken into account when calculating the rankings of universities, in contrast to the competition indicators and the volume of extrabudgetary funds, while in the UK, for example, the number of students representing the social groups of the poor, migrants, disabled people, as well as the availability of programs to prepare these applicants for admission to a university depends on the amount of targeted budget funding.
In accordance with the approach of the Ministry of Education of Russia, a student and a disabled person are two different statuses, suggesting complementary relationships between the individual, the university and the state. In this regard, the higher education of persons with disabilities as a whole seems to be developing according to two scenarios. In the first case, a student with a disability has the status of an ordinary student at the university, with all the pluses and minuses that follow from this. Positive sides Such a situation is rather connected with the moral point of view that the disabled themselves broadcast: it is about treating disabled people the same way as everyone else, since this means real equality, respect for human dignity, partnership. At the same time, with such a development of events, many students with disabilities find themselves excluded from the educational process due to the inability of the university educational space to their characteristics.
In the second case, a student with a disability has the status of not only a student, but also a disabled person at the university. This is reflected in the curricula, teaching methods, load calculation and features of the staffing of a higher educational institution, as well as in the range of services and facilities of the university environment that allow the applicant, and subsequently the student with a disability, to learn the skills of learning, behavior in an integrated environment, to easily get to to the right place in the university, to have access to special equipment and a library. These special conditions are provided with the support of the Ministry of Education and the regional budget.
And yet, the receipt of quality higher education by disabled people is hampered by multiple structural constraints that are characteristic of societies with a complex stratification structure. In particular, the rarity of integrated programs in secondary schools, and a host of other factors, limit choices in post-secondary and higher education for young people with disabilities.

Higher Education for Disabled People: Research Issues

Abroad, the problem of higher education for disabled people has attracted the attention of researchers since the late 1980s. . It discusses aspects of the social identity of students, their difficult path to knowledge, to themselves and their profession, to friends, mentors and colleagues - through barriers, first of all, social character. By the end of the 1990s. raises questions about accessibility for people with disabilities various kinds additional education, are published study guides for teachers and support staff of universities - coordinators of programs to support the disabled, in the role of which social work specialists often act. J. Hall and T. Tinklin through the micro level life experience students with disabilities have identified a range of problems and dilemmas that it would be good for higher education institutions to take into account in order to provide students with special needs with equal opportunities to receive higher education. The experience of teaching a disabled person at a university covers a wide range of issues, from the organization of higher education and equal access to the definition of "disability" by various participants in the resulting social interactions.
Research on the values ​​of adolescents with hearing impairment, including in relation to education and future profession conducted by V.S. Sobkin showed that the more high level education is present in the life expectations of high school students, the more among them are supporters of integrated education at school. Questions about the methods and effects of vocational rehabilitation of disabled people are raised by researchers in the aspects of interdepartmental and intersectoral cooperation in the organization of vocational and additional education programs, the organization of the social infrastructure of the educational process and the optimization of employment methods.
Our survey data show that, firstly, the majority of students, parents and school teachers are in favor of inclusion - at least in words, and secondly, the attitudes of the environment regarding educational integration depend on a number of factors, among which the most significant is the fact that the respondent has experience of communicating with people with disabilities in Everyday life. At the same time, there are a number of objective obstacles to such a reform of the educational system, among which a significant place is occupied by the unsuitability of the school environment, unpreparedness teaching staff and inadequate financing of the education system. Only about a third of the senior students surveyed in 2002 had the opportunity to get to know a disabled child, which, in our opinion, indicates that the opportunities for such acquaintance are small, and partly they are set by the institutional framework, in particular, the organization of the education system.
It should be noted that some authors studying the attitude of students towards disabled people, as a result of analyzing the data of mass surveys, come to conclusions that only state inequality and intolerance, but do not suggest ways to change the current situation. Thus, having obtained data on pair distributions that demonstrate the relationship between the variables "gender" and "attitude towards disabled people", the researchers conclude that "the female student group is more preferable for the social and psychological adaptation of disabled people in the field of higher education"; and after analyzing the links between the variables "specialty" and "attitude towards the disabled", they get a similar conclusion: "optimal in socio-psychological terms, the university educational area is the sphere of humanitarian education for the disabled”. From our point of view, such conclusions may influence political decisions, which, firstly, will limit the choice of applicants with disabilities, and secondly, will in no way allow changing barriers of a socio-psychological nature, perhaps more noticeable where stereotypical "male" representations, for example, in engineering and science departments.
Social attitudes towards the disabled should be understood not as a given once and for all, but as a social order that can be reconstructed and changed. Meanwhile, an independent life and a free choice of life strategies by disabled people are discussed today only by circles most involved in this issue - individual public organizations of disabled people, some university teachers and researchers. The critical perspective of the analysis of social policy towards the disabled is presented by sociologists and economists, draws attention to the life activity of people with disabilities themselves. It is necessary to specially note the representatives of public organizations of the disabled, who bring into the discussion the perspective of direct experience and therefore have the right to examine educational projects.
Problems of accessibility of higher education for disabled people from the point of view of the subjects of the educational process.
The project included interviews with 34 experts in Saratov, Samara, Moscow, Chelyabinsk, St. Petersburg, a survey of teachers (N=106) and students in Saratov (N=266) and Chelyabinsk (N=100) disabled people of the Saratov region who need vocational education at various levels (N=842). The task of the next stage was to establish the features and problems of integration from the point of view of students with disabilities, as well as the motives and strategies of applicants with disabilities. 11 interviews with students and 21 interviews with high school students in Saratov and Samara were collected. In addition, two case studies of the integration of children with disabilities into general education school in Samara. Below we present an analysis of the data from the survey of students and teachers.
As already mentioned, Chelyabinsk State University has been successfully developing a program of integrated education for people with disabilities for several years, implementing a range of services pre-university training and rehabilitation, socio-psychological support of education at the university. In universities in Saratov, we had difficulty obtaining data on the number of students with disabilities. The main source of data on this issue is the student trade union committee, where students turn to on social issues, but the data from this resource cannot be called complete. There are no statistics on disability groups and types of illness in universities. The proportion of students with disabilities in large universities in Saratov, despite the desire of this social group to receive higher education (according to surveys and interviews), is very small. The leader in the number of disabled students is Saratov State University; More than 140 students with disabilities studied at various faculties, and a methodological room for the accessibility of education was created.
The research program was based on the idea that the acquisition of higher education by disabled people takes place in a specific socio-cultural environment of the university, formed by the attitudes of three groups of actors - the student environment, teachers and university administrators. Each of these groups is characterized by its own characteristics of the perception of the problem under consideration due to the difference in role positions in the educational process. The opinion of the university administration was studied by the method of focused interviews, while students and teachers became respondents to a mass survey. Taking into account the differences in the organization of programs in the universities of Saratov and Chelyabinsk, we believe that we can talk about a comparison between regular and integrated education in relation to such indicators as (a) awareness of the need for special skills to work with people with disabilities within the walls of the university, (b), the attitude of teachers towards students with disabilities, (c) the attitude of students towards disabilities in general and towards their fellows with disabilities in particular.
A comparison of survey results in Saratov and Chelyabinsk universities shows that in the environment of integrated education, the proportion of teachers who do not feel the need for special knowledge and skills when working with students with disabilities is significantly lower - by almost 17%. Awareness of the need for special knowledge and skills among teachers working with people with disabilities characterizes, most likely, such a level of professionalization, when a collision with the reality of the educational process stimulates reflection by teachers own capabilities organize educational process in new conditions.
Those who expressed the need to possess special knowledge and skills are approximately equally represented (below the level of sampling error) in Saratov and Chelyabinsk, while among the teachers of Chelyabinsk there was a significant group of respondents who did not decide on the answer (11.9%) . These are teachers of different disciplines, age, gender, united by the fact that their confidence in the sufficiency of their own pedagogical skills in the new conditions turned out to be shaken.
Relationships in the student team are an important contextual condition for the integration of a disabled person into the social environment of the university. According to a survey of teachers and students, the attitude towards disabled people as ordinary students is more often manifested in the integrated environment of Chelyabinsk State University: both students and teachers of this university much more often (from 10 to 13%) assess such attitudes in student groups as ordinary. In this case, the positive result of integration is manifested in the gradual reduction of tension in attitudes towards disabled people as Others, unusual, unlike "ordinary" university students. "Normalization" of social relations is expressed in a decrease in the level of "specialness". The number of those who believe that there is a special attitude towards students with disabilities in the student community is almost two times lower among Chelyabinsk teachers than among Saratov university employees.
Significant differences in attitudes towards disability in two different social contexts indicate, in our opinion, the positive impact of integrated education on the perception of students and teachers of students with disabilities.
And yet, the proportion of those students who treat disabled people in a special way remains quite large. The study highlighted the negative and positive aspects of a special attitude towards students with disabilities (Table 1).

Table 1. Signs of a special attitude towards students with disabilities according to their classmates,% (multiple answers could be selected)
The first thing that seems important in comparative analysis, - a significantly higher (by 24%) than in Saratov, the proportion of Chelyabinsk students who believe that in groups where disabled people are studying, they are trying to provide moral support. However, this indicator, although in different proportions, is the leader in both cities, but in Saratov, the negative aspect came in second place - the respondents believe that people with disabilities are shunned. In Chelyabinsk, the second most important option (and this judgment is noted almost twice as often as in Saratov) was the option “help with studies”. The third place in terms of the percentage of respondents, in Saratov, is occupied by two options: “help with movement” and “play a joke” (21.6% each), while in Chelyabinsk the option of assistance with movement turned out to be the third most popular (16.7%). Thus, in an integrated environment, students are more likely to note the positive aspects of "special" relationships among classmates.

Both positive and negative aspects of students' attitudes towards their fellows with disabilities are explained differently in two student communities that differ in the degree of integration of the social environment (Table 2). On the issue of positive motivation, significant differences were revealed: in Saratov, a large proportion characterizes such indicators of personal virtue as the kindness of individual students, the need to help disabled people due to their deprivation. In Chelyabinsk, the confidence of the respondents that disabled students need only moral assistance is of greater importance, since they are already coping with their studies; in addition, the fact of personal relationships with students with disabilities is more important. Such differences, in our opinion, are due to the specifics of an inclusive learning environment - abstract kindness in it is replaced by a real practice of support, due to personal relationships with people with disabilities, knowledge of their motivation and learning abilities.

Table 2. Motivation of students to provide support to fellow students with disabilities according to

students,% (multiple answers could be selected)
The reasons for the negative attitudes found in the study groups in which disabled people study also differ in the two cities. In Saratov, in the first place (twice as often as in the integrated learning environment) came the judgment that our society is used to oppressing people with disabilities in everything and treating them down. Here, more often than in Chelyabinsk, they indicate that the specialty in which disabled people were trained is not suitable for them (Table 3). In turn, the Chelyabinsk students, to a greater extent than the Saratov students, ignored a position that reflects the fears of a segregated society (“Some do not like people with disabilities because they are afraid of them”).

Table 3 Reasons for the negative attitude of students towards their classmates with disabilities according to students,% (multiple answers could be selected)

Contradictory ideas about disability and the inability of our society to recognize and accept people with disabilities are reflected in interviews with representatives of the university administration: “I know one girl with a physical handicap, who was refused by the universities of our city, but accepted to a university in Israel. And now she studies there very well” (female, 50 years old, Saratov). In fact, this quote illustrates the "disability" of the domestic system of higher education, which is in fact unable to implement federal legislation.
According to the respondents, people with disabilities need to choose a job that would not require “great physical costs: secretaries, clerks, librarians. A job that requires you to be responsible only for yourself, for the results of your work” (female, 45 years old, Saratov). Meanwhile, there are examples when disabled graduates study at graduate school and successfully defend dissertations, work as university professors, heads of small, medium and even large businesses, head public organizations, and become politicians.
On the question of the presence of a special teaching attitude towards students with disabilities, we found minor differences among the students surveyed, both from the integrated and from the regular educational environment. The effects of social integration are manifested in the perception of students with disabilities as ordinary students. Chelyabinsk residents are more confident (the difference with Saratov residents is 7%) that there is no special attitude of teachers towards students with disabilities in their group.
Representatives of administrations, being teachers themselves, in an interview with us emphasized the special qualities of diligence, responsibility inherent in disabled people, who sometimes do not concede and even outperform their fellow students in academic performance: “We have disabled people who study better than healthy ones ... already on senior years, since they are very interested in learning, they usually begin to even out” (male, 48 years old, Samara); “Although those disabled people who are studying now show good knowledge. Even sometimes better than normal. Why? Don't know? Maybe they have nothing better to do? After all, everything is in discos, clubs, there, dates, love - but they don’t have this. So they sit and study” (female, 50 years old, Saratov). The mentioned opinion about disabled people as “asexual and notorious” subjects is a stereotype, and we have heard it several times, including regarding the fact that university graduates with disabilities are especially eager to become full-time employees of private enterprises, relying on their special qualities of perseverance and conscientiousness in work.
In general, despite all the differences in attitudes towards students with disabilities, the majority of teachers (78%) show a high level of agreement on the need for special measures.

Educational needs of young people with disabilities in the Saratov region

In the process of project implementation, by August 2003, an electronic database on the educational needs of disabled people was created. The database, after preliminary cleaning and selection of relevant documents, was made up of 830 records of people with disabilities, collected with the help of social workers and representatives of the district MSEC in Saratov and the Saratov region - the cities of Engels, Rtishchev, and a number of other cities, villages and towns of the region. Information was provided by MSEC clients on a voluntary basis, mainly in connection with the desire to continue education, therefore the records contain contact information, surname, name and patronymic, nature of disability and disability group.
The disability group has a significant impact on the nature of employment - as the degree of disability increases (from the third group to the first), the proportion of those employed in positions requiring higher education decreases and the number of unemployed increases. Among disabled people of the third group, 4.2% of them work in positions requiring higher education, and the proportion of unemployed is 38.6%. Among persons with the most severe first group of disability, there are no those who work in positions requiring higher education, and the proportion of unemployed is almost twice as high, every three people out of four (73.7%) are unemployed (Table 4).

Table 4. The nature of employment of persons with disabilities of various disability groups

Analyzing the database, we found evidence that there is a certain relationship between the nature of education of disabled people in secondary school, the possibility of obtaining higher education and the further opportunity to work in a position requiring higher education. It was found that every third disabled person who graduated from a regular secondary school (33%) has a diploma of higher education, while among those who graduated from a specialized boarding school and those who studied at home, only one in five has a diploma of higher education (23 and 21% respectively). It should be noted that obtaining a higher education does not guarantee a position corresponding to qualifications for disabled people - only 16.4% of university diploma holders work in positions requiring higher education, more than half of university graduates are unemployed (54.1%) (Table 5).

Table 5. Employment in accordance with the qualifications obtained for persons with diplomas of higher and secondary education

In general, based on these data, it can be assumed that the possession of a university diploma provides its holder with some advantages in the labor market than the possession of a secondary diploma. special education- among graduates of secondary specialized educational institutions, there are significantly more unemployed persons (62.6%).

conclusions

domestic universities in different time and for various reasons, they began to work on educating the disabled and gained this invaluable experience. In some cases, this decision was made by the government, in other situations, the initiative belonged to the head of the higher education institution or someone from his team. At the same time, as a rule, it was about the "specialization" of the university in a particular category of disabled people. The sources and degree of educational integration are other grounds for comparison: in some cases, the program is supported by the Ministry of Education, in others - with the support of foreign funds. Some universities have developed a “traditional” set of offerings for applicants with disabilities, such as computer technology and design. In other universities, from year to year, offers vary depending on the recruitment for certain specialties.
Despite the current federal legislation that guarantees benefits for applicants with disabilities, a number of factors make it difficult for people with disabilities to enter a university. Most universities in Russia are not provided with even the minimum conditions necessary for teaching disabled people in them. These conditions relate to the architecture of buildings and classrooms, doorways and stairs, furniture and equipment, the provision of canteens, libraries and toilets, the absence of lounges and chairs in the corridors, medical rooms necessary for the daily needs of some students with disabilities. Higher education institutions do not have the opportunity to reconstruct their premises according to the principles of universal design from their own budgetary funds. Extrabudgetary funds are spent on the basic needs of universities, while the special needs of people with disabilities in the repair and reconstruction of premises are not taken into account. The lack of funding is a sore point for many universities, especially when this university is not a beneficiary of targeted federal programs and does not receive funds from the regional or city budget. There are several private universities that attract sponsors to support educational programs for the disabled.
Accessibility is understood by respondents in connection with the possibility of freedom of choice of faculty and specialty and the absence of financial, bureaucratic or other social barriers. The accessibility of the higher education system is guaranteed to persons with disabilities federal law about education. Ways to implement the policy of accessibility of higher education for people with disabilities differ from university to university. Single examples of institutions of higher professional education have now adopted and are implementing internal regulations in relation to disabled students studying here. Recent initiatives at these universities have had a positive effect on applicants and students with disabilities, whose number is growing, as well as the number of universities that open pre-university training programs for the disabled, special centers and faculties. The policy of higher education for people with disabilities focuses on people with disabilities as a social minority, leaving the choice to the state and educational institutions, and not to the applicants themselves. educational program and places of study: most of the existing programs are specialized in diagnosis and localized in certain regions, which significantly narrows the educational choice of a disabled person.
Higher education for people with disabilities is developing today despite the existing negative social attitude, which is expressed in inaction, explicit or implicit opposition on the part of society, and, in particular, hidden discriminatory practices implemented by admissions committees. Disabled people do not always receive centralized assistance in the learning process, and the creation of adequate educational conditions mainly depends on the efforts of the family, sometimes on the private initiative of classmates, faculty, and university administration. Although administrative workers recognize the need to expand the availability of higher education, they prefer not to launch large-scale measures for the social and educational integration of people with disabilities in order to avoid unnecessary trouble.
The motivation of applicants with disabilities to enter a university is reduced in case of low quality of training in boarding schools, due to the fear of the mainstream, i.e., a cash, unadapted environment, the lack of special devices and equipment in universities, and difficult mobility due to the lack of special transport. Some students come to the university right after high school, where they received good training and were encouraged for further educational growth. Many high school students showed disbelief in their own abilities and psychological unpreparedness to study at a university. Polls of experts among the disabled, who were leaders of public organizations, show that the status of a disabled person largely depends on the systematic efforts of the parents of a disabled person to advance their child in the structure of education. Refusing to place a disabled child in a specialized boarding school, parents enter into a “fight” against the inertia, bureaucracy and stereotypes of the Soviet system, and now Russian Institute education. The claims of disabled students themselves to receive higher education, of course, are associated with family attitudes. However, people with disabilities who have had experience in integrated education are more likely to plan and enroll in universities. The experience of co-education of disabled and non-disabled removes fears and tensions about communication with the student environment, adds confidence to students with special needs in the availability of educational material for them. Integration should begin with pre-school and school education and continue in the systems of additional and higher education. An important issue is the delay in the adoption of the Special Education Act, which is intended to regulate inclusion policy and other key issues in the education of persons with disabilities.
The availability of quality higher education is reduced in the absence of the so-called rehabilitation component of higher education, which requires additional budgetary allocations and should be provided along with educational services. For many students with disabilities, the situation worsens due to the low economic status of their families, which is expressed in insufficient conditions for home training, the absence of a telephone, computer, and electronic communication. The academic experience of students with disabilities varies greatly from institution to institution and faculty to faculty. The attitude of students and teachers to the social inclusion of people with disabilities in higher education depends on how disability is defined, whether the necessary services are available, on the individual qualities and experience of students, policies at the level of a particular university, and the skills and ideology of a particular teacher. Non-academic aspects of higher education - not less than important factor successful learning. Teachers emphasize the positive role of integration for personal growth non-disabled students. Students with disabilities, in turn, get great opportunities for social experience in an integrated environment. Most universities do not provide any retraining or advanced training programs for teachers working with people with disabilities, while the teachers themselves consider the issue of retraining and the development of special methods to be relevant. More attention should be paid to the prevention and elimination of elements of discriminatory policy in educational institutions, to bring disability issues to the understanding of students and staff.
Currently, applicants with disabilities have only two alternatives. The first is to enroll in a higher education institution at the place of residence, where there is hardly an adapted barrier-free environment, where teachers are hardly prepared to work with disabled people. Another alternative is to go to another region where such an environment exists. Here, another problem arises related to the fact that a student who has come from another region must “bring with him” the financing of his rehabilitation program, which is difficult due to the lack of coordination between departments and the lack of streamlining of this procedure.

1. The article was written as a result research project"Accessibility of Higher Education for the Disabled", carried out in 2002-2003. a group of sociologists from the Saratov State Technical University with the support of the Ford Foundation and the Independent Institute for Social Policy, consisting of: Belozerova E.V., Zaitsev D.V., Karpova G.G., Naberushkina E.K., Romanov P.V., Chernetskaya A.A., Yarskaya-Smirnova E.R. (supervisor)
2. Presidential program "Children of Russia" (subprogram "Children with Disabilities"); the presidential complex program "Social Support for the Disabled for 2000-2005"; federal program "Development of education in Russia"; federal target program "Development of a unified educational information environment (2001-2005); state scientific program "Universities of Russia"; federal target program "National technological base" (basic technological program "Technologies for training personnel for the national technological base").
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18. We express our gratitude for the help in conducting the survey at ChelGU to the staff of this university, headed by prof. Martynova E.A.

The modern education system increasingly concentrates the functions of the socialization of the individual, including young people with disabilities. Today, there is an acute need to help people with disabilities fully engage in society, which involves the realization of the right to education, improvement and creation of specialized educational structures, learning technologies. In European countries, disabled people are guaranteed higher education. No higher educational institution in the developed countries of the world has the right to refuse admission to an applicant with disabilities. At the same time, the problematic point is the availability of education for students with special needs. In this regard, it becomes necessary to consider the systems of higher education abroad (USA, Belgium, Great Britain, Germany, Spain, Italy, Sweden), the features of the organization of professional training of young people in higher educational institutions. The features and specifics of higher education for persons with disabilities in the above countries were analyzed within the framework of the Tempus-Tacis European project "Center for Higher Education for the Disabled" (trips, seminars, trainings, conferences), as well as during a research trip to the United States within the framework of the project "Secondary Education in the USA: a project for one state”. There are different classifications of disability in the countries under review. So, in Belgium, 8 types of disability are distinguished: 1) a mild degree of mental retardation; 2) severe degree of mental retardation; 3) emotional disorders; 4) limited physical abilities; 5) congenital diseases; 6) hearing impairment; 7) visual impairment; 8) dyslexia, dyscalculia, dysphasia. In the UK, according to the Guidelines for the Provision of Students with Disabilities in Higher Education, there are six groups of students with disabilities: with dyslexia; with hidden diseases (diabetes, epilepsy, asthma); with mental disorders; with hearing impairments; with visual impairments; with disorders of the musculoskeletal system. The United States and Sweden distinguish five types of disability: visual impairment; hearing impairment; disorders of the musculoskeletal system; mental disorders and learning difficulties. In Germany, four types of disability are defined: physical disabilities, mental disorders, mental retardation, a combination of several types of diseases. The specificity of the Italian definition of types of disability is the complete lack of classification. The concept of "disability" includes the presence in a person of various disorders of more than 66%. This is set by the health authorities. This approach is also typical for Spain - more than 33% of people with disabilities are considered disabled. Thus, a distinctive feature of the typology of disability in European countries, the United States is the absence of disability groups (as in Russia, Ukraine), the presence of a greater number of types and types of people with disabilities. Also characteristic is the mandatory allocation of such a type as disabled people with learning difficulties (dyslexia, dyscalculia, dysphasia). An important factor in the accessibility of higher education is the payment for educational services. It is regulated by the laws of foreign countries, in which the essential principle is that there is no free education for any of the categories of students - there is compensation for it. Allowances, scholarships are paid, grants are provided, loans are issued. These costs are financed by organizations, funds, centers, services, bodies local government. Students, applying to the university service, receive information about which funds, organizations to apply for financial assistance, or independently look for a source of funding. For example, in the UK, full-time students with disabilities receive a basic government grant. In addition to full-time disabled students, part-time students, as well as graduate students, are also entitled to benefits. There are funds at universities, the funds from which can also be paid to students with disabilities. Part-time students with disabilities and graduate students at a British university receive student allowances, which are divided into three groups: 1) allowances for special equipment - a computer, a scanner, specialized software, a digital voice recorder, an electronic dictionary, an Oxford dictionary, a pocket organizer, color bookmarks , insurance and of course, ongoing support of equipment, according to individual needs; 2) non-medical aids - additional classes, exercises, but not the main course of the discipline; 3) basic student allowance - copying, tape recording for lectures, colored paper, additional books. The amount of the allowance depends on how many hours a day a student with a disability studies, even with distance learning. Typical for the payment of tuition in the Italian system of higher education is the payment of tax. However, if a student has a disability greater than 66%, he is entitled to a full exemption from university tuition fees. Must be provided at the beginning school year disability certificate issued by the health authorities. Also, local authorities establish additional payments for various expenses (transportation, home help). In Spain, universities provide preferential payment if the disability is 33% or more. Compensation for the rest of the money comes from scholarships, allowances, for which you need to submit documents and write an application. Germany provides people with disabilities with student loans. USA provides free education for persons with disabilities under the Education for Persons with Developmental Disabilities and Health Act (1997) . It is beneficial for American higher education institutions to have students with disabilities, because the state allocates funds for the organization of support and accompaniment of students of this category. Students with disabilities have the right to apply for scholarships to various foundations, organizations, centers. The tuition fee system in the UK is similar to the American one. Under the Disability Discrimination in Education Act (1999), the state provides grants, loans, or other payments to Educational and Skills Councils to provide appropriate support for students with disabilities. A prerequisite is the submission of public reports on the spending of funds by universities. In the context of the study, it is important to analyze the presence of departments that provide high-quality higher education to disabled people in the universities of the United States and the countries of the European Union. Table 1 presents a list of centers, departments, services for working with students with disabilities in the analyzed foreign universities. Each higher educational institution in foreign countries has its own service or support center for students with disabilities, which is a distinctive feature from Russian universities. Table 1 Structural departments that provide support and guidance to students with disabilities in foreign universities No. Country Leading universities Name of department Carolines in Acheville Disability Services Authority 2. Belgium Free University of Brussels Center for Research and Training for Disability Care Catholic University of Leuven Center for Disability Research Ghent University Disability Student Assistance Service 3. United Kingdom Queen's University Belfast Disability Support Center University of Edinburgh Work Service with disabilities Open University Yorkshire Service for students with disabilities, persons with disabilities and additional needs 4. Germany University Wuppertal Service for Disabled and Chronically Ill Students Heidelberg University Service for Disabled and Chronically Ill Students Technical University of Berlin Service for Students with Disabilities and Chronic Diseases Technical University of Dortmund Dormund Center for Disability Research 5. Spain National University distance learning Integration support service for students with physical or sensory disabilities University of Barcelona Integration service for persons with special needs University of Valencia Service for the integration of persons with disabilities Disability Services University of Florence Services for Students with Disabilities 7. Sweden Stockholm University Disability Student Services Karolinska medical University Center for Students with Disabilities Swedish Agricultural University Center for Students with Disabilities Uppsala University Center for the Disabled -pedagogical support for students with disabilities, but also research. Examples are Belgium (Centre for Research and Training for Assistance to Persons with Disabilities, Center for the Study of Disabled Persons); Germany (Dormundt Center for Disability Research); Sweden (Center for the Disabled). In the context of our study, it is important to note that one of the important characteristics of the higher education system for students with disabilities is the presence of a responsible (coordinator) for the affairs of the disabled at each faculty, institute, department of the university. There are such specialists in every university in the United States and European countries. Domestic higher education institutions have not yet introduced such a system for coordinating efforts and taking responsibility for the result in teaching people with disabilities. In addition, in the universities of a number of countries (USA, UK, Spain, Sweden), a prerequisite for successful education of people with disabilities is the presence of an ombudsman, a specialist who checks the observance and implementation of all the rights of students with disabilities, and especially during the educational process. In Russia, there is also the position of an ombudsman, but only at the national level. However, there are no ombudsmen in any of the domestic universities. At the same time, their presence would contribute to the development of recommendations and guidelines for the implementation of the rights of persons with disabilities in accordance with international standards. An analysis of foreign experience showed significant differences from domestic experience in the field of organizing the accessibility of education for students with disabilities, namely: the introduction of the position of coordinator (responsible) at the faculty (institute) for working with students with disabilities; the presence in the university of specialists who accompany students with disabilities in the educational process (mentors, tutors, coaches, support assistants); development of international exchange programs for students with disabilities. It should be noted that the above distinctive features for domestic universities are a promising direction in providing quality higher education for people with disabilities. This study was carried out within the framework of the state task of the Ministry of Education and Science of the Russian Federation "Development and implementation of a system for the rehabilitation of students with disabilities in an inclusive educational environment Republic of Crimea" (No. 115052150078).