edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2025-8-167-193edscience-4627Research ArticleИНКЛЮЗИВНОЕ ОБРАЗОВАНИЕINCLUSIVE EDUCATIONПространство самореализации студентов с ограниченными возможностями здоровья в высшей школе: позиция профессорско-преподавательского составаThe space for self-realisation among students with disabilities at university: perspectives from teaching stafhttps://orcid.org/0000-0002-9700-7887КанторВ. З.KantorV. Z.

Кантор Виталий Зорахович – профессор, доктор педагогических наук, профессор кафедры основ дефектологии и реабилитологии

ResearcherID Y-6834-2018

Scopus Author ID 57197712404

Санкт-Петербург

Vitali Z. Kantor – Dr. Sci. (Education), Professor, Department of Basics of Defectology and Rehabilitation

ResearcherID Y-6834-2018

Scopus Author ID 57197712404

Saint-Petersburg

v.kantor@mail.ruhttps://orcid.org/0000-0001-5877-4437АнтроповА. П.AntropovA. P.

Антропов Александр Петрович – доцент, кандидат педагогических наук, профессор кафедры олигофренопедагогики

esearcherID X-8601-2019

Scopus Author ID 57220105548

Санкт-Петербург

Alexander P. Antopov – Cand. Sci. (Education), Associate Professor, Professor, Department of Oligophrenopedagogics

ResearcherID X-8601-2019

Scopus Author ID 57220105548

Saint-Petersburg

alexantropov@inbox.ruhttps://orcid.org/0000-0002-8123-740XКондраковаИ. Э.KondrakovaI. E.

Кондракова Ирина Эдуардовна – доцент, кандидат педагогических наук, доцент кафедры дошкольной педагогики

ResearcherID DBA2021-2022

Scopus Author ID 57320997700

Санкт-Петербург

Irina E. Kondrakova – Cand. Sci. (Education), Associate Professor, Professor, Department of Preschool Education

ResearcherID DBA-2021-2022

Scopus Author ID 57320997700

Saint-Petersburg

condrakova.irina@yandex.ruhttps://orcid.org/0000-0002-1914-9118ПроектЮ. Л.ProektYu. L.

Проект Юлия Львовна – доцент, кандидат психологических наук, доцент кафедры психологии профессиональной деятельности и информационных технологий в образовании

ResearcherID D-9792-2017

Scopus Author ID 57197748967

Санкт-Петербург

Yuliya L. Proekt – Cand. Sci. (Psychology), Associate Professor, Department of Psychology of Professional Activity and IT in Education

ResearcherID D-9792-2017

Scopus Author ID 57197748967

Saint-Petersburg

proekt.jl@gmail.comРоссийский государственный педагогический университет им. А. И. ГерценаHerzen State Pedagogical University of Russia202504102025278167193Copyright © Кантор В.З., Антропов А.П., Кондракова И.Э., Проект Ю.Л., 20252025Кантор В.З., Антропов А.П., Кондракова И.Э., Проект Ю.Л.Kantor V.Z., Antropov A.P., Kondrakova I.E., Proekt Y.L.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/4627

Введение. Интенсификация инклюзивных процессов в высшей школе актуализирует вопросы создания в вузе образовательной среды, обеспечивающей условия для самореализации студентов с ограниченными возможностями здоровья (ОВЗ), причем субъективным ядром такой среды должен служить профессорско-преподавательский состав. Однако особенности позиции преподавателей как субъектов содействия самореализации студентов с ОВЗ до настоящего времени не становились предметом эмпирического изучения. Тем самым в соответствующем аспекте имеет место известная дефицитарность представлений о вузовском преподавателе как участнике инклюзивных образовательных отношений. Цель исследования состояла в том, чтобы на эмпирической основе типологизировать профессорско-преподавательский состав вузов в зависимости от характера его субъектной позиции в системе содействия самореализации студентов с ОВЗ в условиях инклюзивного образования. Методология, методы и методики. Исследование строилось на методологических принципах инклюзивного и субъектно-деятельностного подходов в образовании. В качестве респондентов онлайн-опроса выступили 1  536 преподавателей вузов из 5 федеральных округов Российской Федерации. Был применен персонифицированный подход к анализу данных с использованием анализа латентных профилей. Результаты. Выделены 4 латентных профиля вузовских преподавателей, соответствующих уровням принятия ими инклюзивного образования и их готовности поддерживать самореализацию студентов с ОВЗ, отражающих типы преподавательских позиций – вовлеченную, отстраненную, заинтересованную и скептическую. Каждая из соответствующих типологических групп преподавателей специфична по внутренней структуре, в вариативном соотношении включая в себя, с одной стороны, преподавателей разных по образовательной направленности вузов, а с другой – преподавателей, различающихся по социально-демографическим и социально-профессиональным характеристикам. Научная новизна. Материалы исследования позволяют углубить представления о закономерностях становления инклюзивных образовательных отношений в системе «преподаватель вуза – студент с ОВЗ». Практическая значимость. В контексте полученных результатов определяются ориентиры для осуществления дифференцированного подхода в работе вузов по оптимизации статуса профессорско-преподавательского состава как субъекта содействия самореализации студентов с ОВЗ.

Introduction. The intensification of inclusive processes in higher education emphasises the need to create an educational environment within universities that supports the self-realisation of students with disabilities (SWDs). Faculty members should act as the primary agents within such an environment. However, the specific role of teachers as facilitators of self-realisation for students with disabilities has not yet been empirically investigated. Consequently, a significant gap remains in understanding the role of university teachers as participants in inclusive educational relationships. Aim. The present research aimed to establish a typology of university teaching staff on an empirical basis, according to the nature of their subject position within the system that supports the self-realisation of students with disabilities in inclusive education. Methodology and research methods. The study was based on the methodological principles of inclusive and subject-activity approaches in education. A total of 1,536 university teachers from five federal districts of the Russian Federation participated as respondents in the online survey. A personalised approach to data analysis, employing latent profile analysis, was applied. Results. There are four latent profiles of university teachers, corresponding to their levels of acceptance of inclusive education and their readiness to support the self-realisation of students with disabilities. These profiles reflect distinct teaching positions: involved, detached, interested, and sceptical. Each typological group of teachers is characterised by a specific internal structure, with varying proportions that include, on the one hand, teachers from different educational institutions, and on the other, teachers who differ in socio-demographic and socio-professional characteristics. Scientific novelty. The research materials provide a deeper understanding of the patterns underlying the formation of inclusive educational relationships within the “university staff – student with disabilities” dyad. Practical significance. In light of the results obtained, guidelines have been established for implementing a differentiated approach within universities to optimise the status of teaching staff as facilitators of the self-realisation of students with disabilities.

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The authors declare that there are no conflicts of interest present.