Pedagogical Support Of Students Research Articles

Пилотное исследование самооценки педагогами-психологами условий и дефицитов своей профессиональной деятельности в инклюзивной школе

<p>The purpose of the pilot study was to identify problems, deficits and conditions for ensuring the readiness of educational psychologists for effective professional activities in psychological support of students with special educational needs and normatively developing children in an inclusive school. The research methods were self-assessment tools for readiness and ability for psychological and pedagogical support in inclusive education, developed on the basis of competency-based and activity-based approaches, which included 4 questionnaires: attitude towards inclusion, intention to implement inclusive practices, reflection of difficulties and self-efficacy in implementing inclusive practitioner The total sample size was 89 respondents, who were educational psychologists from inclusive schools with higher education from 5 regions of the Russian Federation. Responses to the questionnaire were collected remotely through the ‘Anketolog’ system. Descriptive statistics for the questionnaires (M±SD) were performed, the distribution of answers to the questionnaires was checked for normality using the Kolmogorov-Smirnov test and correlation analysis was carried out using Spearman. Based on the average scores for the answers, the rating of answers on the “Effectiveness” and “Difficulties” questionnaires was determined. Analysis of the results of responses to the statements of the questionnaires showed a moderate positive correlation between all questionnaires, except for the Difficulties Questionnaire, where there was a negative correlation, which corresponds to the results of previously conducted studies on similar questionnaires. Almost all respondents have a positive attitude towards inclusion and a positive self-assessment of their readiness and ability to implement psychological and pedagogical support for students with special educational needs. The attitude of educational psychologists to the difficulties of implementing inclusion in school, expressed by a value of 2.714, corresponds to the prevailing choice of answers on a Likert scale between “Undecided” (3 points) and “Rather disagree” (2 points), which mainly reflects respondents’ disagreement with the presence of difficulties in their work, including disagreement with the lack of support from school administrators. Thus, in conditions of support from schools, educational psychologists show a positive attitude towards inclusion and evaluate their effectiveness in supporting students at a high level.</p>

Family Factors Contributing to the Integration of Students Studying at Universities in New Constituent Entities of the Russian Federation into the New Sociocultural Space

Introduction. In the article, the authors consider important aspects of the integration of personality into a new socio-cultural space on the example of students of new territories. Forced migration, including educational migration, can have a significant negative impact on the physical, mental, and emotional state of a person, therefore, factors contributing to and hindering adaptation to a new place require in-depth scientific analysis. Among the numerous factors, family resources are of particular importance, the study of the connections of family resources with the processes of adaptation and integration into a new socio-cultural space was the purpose of the study. Methodology. The study sample consisted of students of the Kherson State Pedagogical University. Empirical data were collected using the methodology “Adaptation of personality to a new socio-cultural environment” (L. V. Yankovsky) and the family resources test II (A. V. Makhnach, Yu. V. Postylyakova). Results. The results obtained in the study showed that the prevailing level of adaptation of students is average, which on the one hand is an indicator of a fairly successful integration into the system of new social ties and relationships, and on the other hand, an indicator that integration into a new socio-cultural space has not yet been completed. An important role in ensuring the process of integration into a new socio-cultural space in conditions of forced migration belongs to the family: relying on all available family resources, successful integration of students is primarily facilitated by family factors such as financial freedom and management of family resources, and the insufficient level of health culture in the family makes it difficult. Conclusions. The data obtained in the study on family factors that promote / hinder the integration of students from new regions into the socio-cultural space of Russia can be used in the development and implementation by universities of effective programs for psychological and pedagogical support of students.

Реализация принципа непрерывности в инклюзивном образовании в России

<p>The work is aimed at analyzing indicators for ensuring the continuity of the inclusive process in general and vocational education in Russia. The study was conducted in educational organizations in 82 regions of the country; 6377 heads of educational organizations, 60870 teachers, 92093 parents and 32039 students of secondary vocational education participated were recruited for this study. The main method was an online survey, the data analysis method is frequency. The article describes four indicators of the continuity of the inclusive process – ensuring the variability of educational programs, plans and organizational forms of education, psychological and pedagogical support for students with special needs and its staffing, ensuring the participation of all students and their parents in the educational process, the life of the educational organization, support in self-determination and choice of professional educational trajectory. The implementation of the principle of continuity, enshrined in the normative field of education, is reflected in the data of the article through indicators of the sustainability of the share of inclusion of a number of categories of students with special needs when moving from level to level. However, obstacles to the implementation of the principle of continuity are the insufficiency of mechanisms for the individualization of education, including the lack of institutionalization of the individual educational route, staffing shortages for psychological and pedagogical support of students, as well as the social and practical orientation of career guidance technologies.</p>

О государственном регулировании развития инклюзивного образования и создания специальных условий для обучения детей с ограниченными возможностями здоровья в Российской Федерации

<p>The article summarizes the results of the implementation of measures to ensure the educational rights of students with disabilities and special educational needs. We present the results of the implementation of interdepartmental comprehensive plans (for 2015, 2016-2017, 2018-2020) approved by the Government of the Russian Federation . It was revealed that over 10 years, more than 8 thousand kindergartens and more than 10 thousand schools participated in the special events to create accessibility in educational organizations. It was a part of the state program “Accessible Environment.” In accordance with the federal statistical observation form OO-1, in the 2023/24 academic year, psychological and pedagogical support for students with disabilities in general educational organizations was provided by 32466 educational psychologists, 21703 speech therapists, 9530 special education teachers, and 8888 tutors. show that there were 3123 educational psychologist vacancies, 2378 speech therapist vacancies, 1740 special education teacher vacancies, and 1389 tutor vacancies in 2023 in the constituent entities of the Russian Federation. The article highlights th importance of the Complex of measures for the modernization of defectological education in the Russian Federation through 2030 (dated February 7, 2024, No. SK-1/07vn), and the all-Russian competition <em>The Best Inclusive School in Russia</em>. This article reflects the results of scientific research conducted by the Institute of Correctional Pedagogics, Moscow State University of Psychology and Education, Moscow State Pedagogical University, Russian State Pedagogical University named after A.I. Herzen. Based on the provisions of the Plan of the Main Events held within the framework of the Decade of Childhood for the period up to 2027, the main tool is a study of the subjective well-being of adolescents, including those with disabilities and special needs. We emphasize the high importance of the Interdepartmental Comprehensive Action Plan for the Development of Inclusive General and Additional Education, Children's Recreation, and the Creation of Special Conditions for Students with Disabilities and Limited Health Opportunities up to 2030. In this article we define the directions of the Russian methodology of inclusive education as the main basis for ensuring the rights and opportunities of any child.</p>

Situational and personality factors of students’ adaptation preparedness

Introduction. The relevance of studying situational and personality factors of students’ adaptation preparedness is conditioned by the growing uncertainty of the future and the increasingly stressful conditions of social life. The study of adaptation preparedness factors is conditioned by the demand for psychological and pedagogical support of students at different stages of professionalisation at the university. The aim of the study is to identify the situational and personality factors of students’ adaptation preparedness and their correlation with regard for the significance, uncertainty and stressfulness of situations in the higher education environment. Materials and methods. The survey involved a number of higher education organisations of Saratov and its administrative region, Volgograd and Moscow (n=385) and was based on the following diagnostic toolkit: M.V. Grigoriev’s method of diagnosing adaptation preparedness of a personality, A.V. Zverkov’s and E.V. Eidman’s test-questionnaire “Study of volitional self-regulation”, V.I. Morosanova’s questionnaire “Self-regulation behaviour style – SBS-98”, as well as the author’s questioning scales in the context of assessing the learning environment situational parameters with regard for the significance, stressfulness and uncertainty of situations in the educational environment. Data processing was carried out using the IBM SPSS Statistics 27 package and AMOS software. The statistical procedures included descriptive statistics calculations, Pearson’s correlation analysis, stepwise regression analysis, and moderation effect assessment procedure. Results. The students’ reported situations of greatest significance included lectures (3.81), practical classes (4.19), interaction with classmates having good relations with the respondent (4.40), and proper relations with the administration (4.01). Positive correlations were revealed between the adaptation preparedness indicators, the significance of situational factors and the pronouncement of personality-associated factors within the range of (0.103-0.631), as well as negative correlations between the adaptation preparedness components and independence within the range of (-0.126 – -0.225). The regression analysis revealed positive personality predictors of adaptive preparedness (perseverance (β= 0.223), flexibility (β= 0.281), modelling (β= 0.168), programming (β= 0.143) and self-control (β= 0.186)) and negative predictors represented by autonomy (β= -0.169). The significance of interaction with classmates having good relations with the respondent is a positive situational predictor (β= 0.198), while the negative predictors are represented by the stressfulness of practical classes (β= -0.168) and the significance of interaction with classmates negatively treating the respondent (β= -0.169). The subsequent moderation analysis of the interrelationship between assessing a situation (as significant, stressful and uncertain) and self-regulation revealed the pronounced level of personal self-regulation [β=0.521; R2=0.32] and marked assessment of situation uncertainty [β= -0.139; R2=0.02]. Conclusion. The obtained results may be of interest both for researchers exploring adaptation issues and practising psychologists providing support to students at a higher education organisation.

Роль семейных взаимосвязей в формировании жизнеспособной и благополучной личности студента с инвалидностью и / или ограниченными возможностями здоровья

<p style="text-align: justify;"><strong>Objective</strong><strong>.</strong> To analyze the role of family relationships in the formation of a prosperous and viable personality of a student with disabilities. <br><strong>Background. </strong>Moral responsibility, mutual support and care, teaching principles, norms and values remain at all times a historically significant function of the family. The appearance of a person with a disability in the family becomes a source of uncertainty, which is a threat on the one hand, and a chal­lenge on the other. Creating conditions for the effective and harmonious development of the family will make it possible to raise a prosperous and resilient citizen, through the support of not just a family, but the institution of a family resiliencе. <br><strong>Study design. </strong>The paper examines the features of the formation a well-being and resilient person­ality of students with disabilities, depending on the degree of family support and the presence of close family ties. The interrelation of family relations with psychological well-being, resilience, and assess­ment of the quality of life of students with disabilities is determined. <br><strong>Participants. </strong>The study involved students with disabilities (n = 98; 37,7% of boys, 62,3% of girls; average age 21,13 ± 2,68) from different faculties of FSUE IVO RSU Sotstech and conditionally healthy students (n = 116; 51,7% of the sample; 31,4% of boys, 68,6% of girls; average age 21,5 ± 2,9). <br><strong>Measurements. </strong>The research is based on the following methods: questionnaire “Psychological well-being” by C. Riff in adaptation by T.D. Shevelenkova, P.P. Fesenko; questionnaire SF — 36 “Assessment of quality of life”; test “Human resilience” by A.V. Makhnach; questionnaire “Human resilience” by E.A. Rylskaya; questionnaire allowing to establish the socio-psychological characteristics of students (gender, age, faculty, disability). The results were analyzed using the IBM SPSS 23.0 package. The presence of significant differences was revealed using the nonparametric Mann-Whitney U-test for two independent groups and the Kruskal-Wallis analysis for k-independent groups. The relationship of family relationships with the assessment of living standards, parameters of psychological well-being and resilience was established on the basis of Spearman’s p-criterion. The results were considered significant at p < 0,05. <br><strong>Results. </strong>Students with disabilities have a correlation relationship between family relationships and indicators of psychological well-being and resilience. The level of resilience of students in families with high support corresponds to a high level, in groups with weak family ties — to an average level. In families with high family support, girls and boys are statistically more capable of self-regulation and self-development. The state of psychological well-being is statistically significantly higher among students with disabilities in the group with close family relationships. The analysis of the assessment of the quality of life significantly differs in the parameter of vital activity among respondents with disabilities. <br><strong>Conclusions. </strong>As a result of the study, it was found that a family with close emotional ties creates conditions for the effective use of available opportunities, self-regulation and self-development. Stu­dents with disabilities with high family support show higher life activity and adaptation in society. The results of the study serve as the basis for the development of a targeted trajectory of psychological and pedagogical support for students with disabilities and/or disabilities to maintain psychological well-being and resilience, improve the assessment of quality of life.</p>

Стандартизация методики «Климат в классе» в Республике Беларусь

<p>The concept of "Classroom climate" has a broad semantics. It covers the quality of interaction not only between students and teachers, but also with classmates at the managerial, social, emotional and academic levels. It is shown that students' subjective perception of the classroom climate carries their behavior, psychological well-being and success in teaching students, as well as their personal characteristics, the development of abilities and giftedness. The use of an evidence-based approach in education improves the quality of psychological tools used in different regions of the Russian Federation and other countries. The article reflects the standardization of the questionnaire "Climate in the classroom" in the Republic of Belarus. The study sample consisted of 425 school students from different regions of the Republic of Belarus (Minsk, Rogachev and Zhlobin) aged 10-18 years (54,35% female). The average age was 15±1 years (median=15 years). Using confirmatory factor analysis, the six-factor structure of the questionnaire was statistically validated, and its structure demonstrated satisfactory alignment with the empirical data. The Cronbach's alpha coefficient confirms the internal consistency of the scales, with their mutual correlations being at a moderate level. The magnitude and direction of the relationships are consistent with the expected outcomes. The convergent and differential validity of the questionnaire scales has been tested on the scales of the Multidimensional Life Satisfaction Scale (SHUJI) and academic performance. The questionnaire is recommended to school psychologists and teachers for psychological and pedagogical support of students from different age groups to create a favorable school environment.</p>

Organizational and pedagogical foundations of the interaction of educational organizations at all levels: a factor of continuity and consistency in psychological and pedagogical support

This article delves into the vital aspect of implementing psychological and pedagogical support for students across educational organizations of varying levels. Drawing upon the outcomes of domestic research conducted by the authors, the article highlights the inadequate efficacy of psychological and pedagogical support services for students. It also sheds light on the challenges faced by most secondary school teachers in catering to children with special educational needs. To comprehensively assess the state of psychological and pedagogical support for pupils and students across preschool, secondary, technical and vocational, and post-secondary education, a research group conducted an extensive scientific study. The analysis, employing the triangulation method with qualitative and quantitative data, drew from international and domestic experiences, as well as the existing regulatory framework in Kazakhstan concerning psychological and pedagogical support. The study uncovered several problematic issues hindering the successful implementation of psychological and pedagogical support for students. The primary challenges identified by the research group included the prevalence of the medical model of special educational needs over the socio-pedagogical model in the mindset of educators. Additional challenges encompassed an unsystematic approach to psychological and pedagogical support and insufficient internal and external collaboration among educational organizations at all levels, affecting the provision of comprehensive support across all educational tiers. Based on the research findings, the research group concluded the necessity of adopting a systematic approach in providing continuous and comprehensive psychological and pedagogical support for student’s at all educational levels. The article proposes various strategies to implement continuous comprehensive support and outlines organizational and pedagogical conditions that serve as the scientific and methodological basis for developing models of comprehensive psychological and pedagogical support for inclusive educational processes, grounded in continuity and consistency.

Анализ метафоры жизненного пути как инструмент взаимодействия в рамках психолого-педагогического сопровождения студентов

<p style="text-align: justify;">An author’s method is presented that allows for a qualitative change in the interaction between a teacher-psychologist and a student using a tool for analyzing the “Metaphor of the Life Path” and interpreting the data obtained within the framework of psychological and pedagogical support of the learning process at the university. The study involved 267 respondents aged 17 to 55 years (Mage = 28.6, SDage = 7.0, 31 men and 236 women). The study participants represent two groups: 101 — students receiving education at the time of the study, Mage = 22, SDage = 4.8, 166 — respondents who completed their studies at the university at the time of the study, Mage = 31, SDage = 5.8. The methodology of the metaphorical essay “Metaphor of the Life Path” is used. To process quantitative data, the k-means cluster analysis method is used. Content analysis is used to analyze metaphorical essays. The results obtained make it possible to complement the existing practices of working with metaphor, used within the framework of psychological and pedagogical support for students. Analysis of the life path metaphor is one of the effective tools for building interaction within the framework of psychological and pedagogical support for students.</p>

Levels of Self-Educational Activity of Students of Humanitarian Faculties of the University

The research at the Mykolaiv V. Sykhomlynskyi National University provided diagnostics of levels of self-educational activity of students of humanities faculties. It has been determined that self-education activity actualizes the subjective characteristics of future specialists: level of self-awareness, professional motivation, self-regulation, self-realization. Analysis of diagnostic results of 593 students revealed a predominantly low level of self-education activity. The theoretical and empirical research made it possible to predict its growth in the traditional educational process in the conditions of activation of students’ self-education. The results of the study can be applied in the process of psychological and pedagogical support of students.

PSYCHOLOGICAL DIAGNOSTICS AND PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR GIFTED CHILDREN IN MUSIC LEARNING

Purpose. The purpose of this study was to understand how music teachers perceive and diagnose gifted children in teaching music, what are the psychological and pedagogical features of teaching music in groups of children with different creative potential, and what psychological and pedagogical support is needed for students. To promote creativity in the music classroom, teachers need to acquire knowledge about creativity as a concept in general and in the music field in order to create situations in which students can build creative abilities and gradually develop their creativity. Creative potential in the process of teaching music should be formed taking into account children’s psychological and pedagogical characteristics in the group at different levels of its formation. Psychological diagnostics involves the selection of tools and technologies that activate the formation and development of emotional intelligence in groups of children with different creative potential in the process of teaching music. Forming the level of students’ giftedness is proposed as a new dimension of creative pedagogical knowledge for teaching music. And psychological and pedagogical support for students is an important element in the development of emotional intelligence in groups of children with different creative potential in the process of teaching music. Methodology. The basis of the research is formed by subject-activity and humanistic approaches with the implementation of psychodiagnostic and theoretical methods (analysis, comparison, generalization), methods of structural data analysis. Results. The results of the study make it possible to diagnose the level of emotional intelligence in groups of children with different creative potential in the process of teaching music, and teachers’ recommendations allow to improve the training program, taking into account psychological and pedagogical support to increase the effectiveness of this process. Practical implications. The results of the study can be applied in the field of general and professional education for diagnosing children with different creative potential, the creation and development of emotional intelligence, psychological and pedagogical support and psychological counseling.

Interaction of subjects of the educational process as a conditioned actualization of students’ personal abilities, taking into account the needs in education

The trend towards an increase in the number of students with disabilities necessitates the development of a system of psychological, medical and pedagogical support in educational institutions that takes into account the special educational needs of such children. The purpose of the article is to consider the model of functioning and interaction of subjects of the educational process within the framework of continuous psychological, medical and pedagogical support for students with special educational needs. Methodology. The methodological basis of the study was the theoretical and methodological aspects of the formation of a socially adaptive educational space (N. P. Abaskalova, E. M. Kazin, N. E. Kasatkina, O. G. Krasnoshlykova, I. A. Sviridova); the concept of socio-psychological and physiological adaptation of students (E. M. Kazin, N. E. Kasatkina, V. P. Kaznacheev, R. M. Baevsky). Research results: the article shows the specifics of psychological, medical and pedagogical support for students with disorders of the musculoskeletal system, discusses the tasks and ways of interaction between subjects of education in order to create an adaptive, developmental and health-saving environment in an educational institution. In conclusion, it is pointed out the need for constant interaction of participants in psychological, medical and social support of students in order to effectively actualize the personal potential of students with special educational needs.

PEDAGOGICAL CONDITIONS FOR THE EDUCATION OF TOLERANCE IN SCHOOL-AGE CHILDREN DURING MARTIAL LAW IN UKRAINE

The article, basing on the analysis of scientific publications, examines the pedagogical conditions used for the education of tolerance in school-age children. The question of the formation of tolerance as a personal quality in general is considered. Now the problem of the need to educate tolerance is very urgent. The martial law in Ukraine has led to the revision of many factors. Tolerance is a necessary human virtue that promotes understanding. The factors of the formation of tolerance in school-age children have been determined. First of all, the creation of an educational environment in the team, a number of pedagogical conditions, forms of organization and methods of education that will contribute to the activation of the process of spiritual development are considered. At school age, pedagogical support of students in spiritual self-determination is very necessary. In the process of research, the main pedagogical conditions for the formation of tolerance among school-aged children were determined. Pedagogical practice represents a wide range of pedagogical conditions for the education of tolerance, aimed at the development of various components of tolerance, as well as aimed at the development of multicultural, interethnic tolerance. The most effective pedagogical conditions for the education of tolerance are defined as the following: presence of a multicultural space; the educational environment of an educational institution; renewal of various forms of student self-government; introduction of a step-by-step program of tolerance education into the educational process; development of students' communication and cooperation skills; possession of tolerant qualities by the teacher; trust and openness in the relationship between teachers and students; purposeful and active use of the content of educational fields and forms of organizing the educational process. Despite the significant development of scientific works devoted to the problem of education of tolerance, the issue of pedagogical conditions for educating tolerance among school-aged children is insufficiently researched, namely in wartime. Prospects for further research in this direction are determined. At the time of informatization of society, it is appropriate to use innovations both in education and in upbringing. In the form of a game, a program, the teacher can convey information to children, taking into account their age characteristics.

Всероссийский съезд психологических служб в системе образования Российской Федерации как единое пространство, объединяющее профессионалов

<p style="text-align: justify;">The article highlights the key events and results of the All-Russian Congress of Psychological Services in the Education system of the Russian Federation on December 8-9, 2023. The content and directions of the work of the plenary session, panel discussion, workshops and expert sessions held within the framework of the Congress are described. Among the most urgent issues are the actualization of the Concept of the development of psychological services and the professional standard “Educational psychologist (psychologist in the field of education)”; the role of a teacher-psychologist in the formation of a favorable socio-psychological climate in educational groups and the psychological safety of the educational environment; psychological and pedagogical support for students with disabilities, etc. Following the results of the All-Russian Congress, there was made a decision defining the prospects for the development of the Service and priority areas of activity. Decisions for execution have been sent by the Ministry of Education to the constituent entities of the Russian Federation.</p>

Профессиональная позиция педагога-психолога в проектировании инклюзивной образовательной среды

<p style="text-align: justify;"><span lang="EN-US">The article discusses the problem of professional involvement of a teacher-psychologist in the inclusive educational process of a school and his role in creating an inclusive educational environment (IEE). The results of federal monitoring of the state of the inclusive educational environment in schools of the Russian Federation and indicators related to psychological and pedagogical support for students with special educational needs in educational organizations (EO) are considered, namely: 85% of OOs provide socio-psychological support to children who find themselves in difficult life situations situations, consultations with a teacher-psychologist account for 84%, and 78% of educational institutions conduct individual correctional classes, which indicates a high level of support. 76% of public organizations have Regulations on psychological services, 85.2% of public organizations have Regulations on psychological and pedagogical council; Offices of educational psychologists are provided in 71% of schools. Based on a discussion of the data, conclusions are drawn about the need for professional development of educational psychologists and the formation of their inclusive competencies and role in building an inclusive educational environment.</span></p>

Personal thesaurus as a tool in pedagogical support of students’ self-development based on the thesaurus approach

Personal thesaurus as a tool in pedagogical support of students’ self-development based on the thesaurus approach

Сегрегация или инклюзия: опыт экспериментального исследования условий психологического сопровождения профессиональной подготовки лиц с ограниченными возможностями здоровья

<p>The article reveals the degree of effectiveness of segregated and inclusive forms of psychological and pedagogical support for students with special educational needs. In the psychological experiment took part 68 students with disabilities, its purpose was to identify the dynamics of the psychological well-being of the students depending on the inclusive or segregated forms of psychological trainings they took part in. As a result of the study, carried out with the help of the Scale of psychological well-being K. Riffe (adaptation of T.D. Shevelenkova, T.P. Fesenko), questionnaire Life Style Index (<em>Plutchik</em>, <em>Kellerman</em>, & <em>Conte</em>, 1979) and the methodology of SUN (V.A. Doskin, N.A. Lavrentieva, V.B. Sharay), we found out the differences between the groups of students according to their mood (t=7.55; p<0.001), well-being (t=4.89; p<0.001), activity (t=4.78; p<0.001), psychological well-being (t=4.65; p<0.001), tension of psychological defenses (t=2.27; p<0.05). These factors indicate the negative dynamics of psychological well-being of students with disabilities who studied in segregated groups with no conditionally healthy students. Based on the results of the psychological experiment, we made a conclusion, that the segregation of students with disabilities from other students is inexpedient, even if the purpose was providing them with psychological assistance in higher education.</p>

Política de apoio pedagógico no ensino superior: um estudo de caso

Abstract Pedagogical support actions in higher education are recent in the history of Brazilian universities, being instituted through the National Student Assistance Program - PNAES, in the 2010s. The program designates to universities the responsibility for student assistance by promoting ten areas, including the pedagogical support. With this responsibility, the Federal University of Santa Catarina (UFSC) created in 2013 the Institutional Program for Pedagogical Support for Students (PIAPE), which has developed support and pedagogical guidance for undergraduate students on the five campuses of the institution. With almost ten years of activities carried out, it was observed the need to evaluate the program´s actions and results for its improvement. For the development of the research, a formative evaluation was conducted, guiding the collection and analysis of program data, enabling its evaluation. The research context is PIAPE and its actors, so the documentary research was carried out through the program’s guiding documents; the student evaluations collected by PIAPE were considered; and a focus group with the management team was responsible for identifying limitations and possibilities of the program. The research demonstrates that PIAPE has been an important pedagogical strategy to support students and the professors’ teaching work, and contributes to the improvement of academic performance. This study also enables understanding the function and possibilities of pedagogical support in higher education, as well as providing a methodology for evaluating pedagogical support actions that can be replicated in other institutions.

Selection of pedagogical conditions for training STEM teachers to use augmented reality technologies in their work

The focus of the study is on choosing the pedagogical conditions that will best prepare STEM teachers to utilize augmented reality tools in their classrooms. 20 conditions were initially proposed during a brainstorming session and were then sorted into five groups: (1) conditions relating to the material support of the educational process, (2) methods and forms of training, (3) best practices for utilizing augmented reality in education, (4) unique circumstances made in order to achieve the goal of training STEM teachers; and (5) conditions relating to the psychological and pedagogical support of students. A survey was conducted with 94 participants to determine the importance of these conditions. The processing of the survey data allowed for the selection of the following conditions: (a) accessibility of immersive digital educational resources for STEM teachers and mobile hardware for augmented reality (laptops, tablets, smartphones, augmented reality glasses, etc.), (b) inclusion of augmented reality-related topics in STEM teachers’ curricula, (c) use of research methodologies and interactive technologies in the STEM classroom, (d) having hands-on experience with the use of augmented reality technologies in STEM instruction.

Исследование социальной дезадаптации студентов с инвалидностью и/или ОВЗ в контексте психолого-педагогического сопровождения

The article presents the basic concepts through which the psychological modes of social adaptation of students with disabilities to educational activities are revealed, namely communicative, activity, psychosomatic, asthenic. The study sample consisted of 26 students with disabilities and/or health limited activities of the 1st, 2nd and 3rd courses of Tver State Medical University. During the interpretation of the results of the study, it was revealed that the majority of respondents had a low level of adaptive capabilities according to the data obtained, the vast majority of students experience difficulties in the field of social interaction. In this regard, the importance of implementing measures and measures for the psychological and pedagogical support of students with disabilities and/or health limited activities in a medical university is emphasized.