On ensuring access to vocational education for people with disabilities

Authors:

Starobina Elena Mikhailovna – Grand PhD in Pedagogical sciences (Dr. Ped. Sci.), Head of the Department of Social and Vocational Rehabilitation and Habilitation of the disabled Institute of Rehabilitation and Habilitation of the Disabled, Albrecht Federal Scientific and Educational Centre of Medical and Social Expertise and Rehabilitation, 50 Bestuzhevskaya Street, 195067 St. Petersburg, Russian Federation; e-mail: estarobina@yandex.ru; https://orcid.org/0000-0003-1820-9307.

Chernyakina Tatyana Sergeevna – Grand PhD in Medical sciences (Dr. Med. Sci.), professor, Chief Researcher of the Department for monitoring the observance of the rights of the disabled of the Institute for Rehabilitation and Habilitation of the Disabled, Federal Scientific and Educational Centre of Medical and Social Expertise and Rehabilitation named after G.A. Albrecht , 50 Bestuzhevskaya Street, 195067 St. Petersburg, Russian Federation; I.I. Mechnikov Northwestern State Medical University, 41 Kirochnaya Street, 191015 St. Petersburg, Russian Federation; e-mail: maimulovt@mail.ru; https://orcid.org/0000-0002-2854-3248.

Annotation:

Introduction. The relevance of the research is determined by the need to increase the accessibility of vocational education for people with disabilities in order to expand their right to education, successful socialization and professional self-realization of students.

Aim. To analyze the state of the issue of ensuring access to vocational education for people with disabilities, taking into account the recommendations of the UN Convention on the Rights of Persons with Disabilities. The novelty of the study is to identify the factors determining the availability of secondary vocational and higher education for this category of people. The significance of the study is to identify areas for further work to ensure access to vocational education for people with impairments and disabilities.

Materials and methods. The object of the study was the accessibility of vocational education for people with disabilities. The research methodology included the use of methods for analyzing statistical forms of observation, a qualitative description of the problem based on data obtained as a result of information search. In the course of the research, statistical data from federal and industry annual statistical observation forms were used, reflecting information about educational organizations engaged in educational activities in secondary vocational and higher education programs, a progress report on the implementation and evaluation of the effectiveness of the state program of the Russian Federation “Accessible Environment”.
Empirical research methods were also used: questionnaires, interviewing, expert survey method and methodological techniques such as generalization, systematization, comparison, interpretation.

Results. The data shows that the availability of conditions for obtaining secondary vocational education by disabled people and people with impairments increased by 26.5 % from 2019 to 2022. By 2025, the share of higher education institutions with buildings adapted for the education of people with disabilities reached 30 %. From 2018 to 2023, the proportion of respondents who rated the quality of education as excellent increased from 32.0 % to 74.7 %. The number of students in this category has more than doubled from 2012/2013 to 2023/2024: from 14,306 to 37,533 for secondary vocational education programs, and from 18,919 to 35,567 for higher education programs. The percentage of disabled students who dropped out due to academic failure has remained at 7 % from 2019 to 2024.

Discussion. The results of the analysis of statistical data showed that due to the creation of an accessible environment and other conditions that allow taking into account the special educational needs of this contingent of students, the expansion of the rights of persons with disabilities to vocational education is ensured.

Summary. In order to ensure the full accessibility of vocational education for people with disabilities and to ensure their right to education, it is necessary not only to create architectural accessibility for educational institutions, but also to develop the principles of continuity, succession, and preservation of inclusive and specialized forms of vocational education, as well as to co-ordinate rehabilitation measures with the schedule of the educational process (individualized attendance plans and the possibility of distance learning), combined with personalized psychological and educational assistance and support.

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