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dc.contributor.advisorKontinen, Tiina
dc.contributor.authorZhurukov, Dmitrii
dc.date.accessioned2022-06-20T05:54:53Z
dc.date.available2022-06-20T05:54:53Z
dc.date.issued2022
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/81868
dc.description.abstractDigital learning technologies were boosted because of COVID-19 pandemic. The pandemic also made global learning crisis worse, forcing more than 1.5 billion students to stay at home and become online learners. In these circumstances particular attention was paid to the vulnerable social groups and children with disabilities as it was important to sustain their right to education. The context of Russia was chosen due to the low indicators in inclusive education. Therefore, the ways Russian inclusive education policy claims to prepare vulnerable social groups for digital education were studied. To accomplish this objective, Russian policy documents were chosen for the analysis. These documents are Russian Education Policy, Russian Inclusive Education policy, Report on Inclusive education by the Ministry of Education of Moscow Region 2021, Reports on activities and events by the Ministry of Education of Moscow region. These documents were analyses using content analysis. Initial codes were formed, then categories were formed. After that these categories were analyzed based on the relation to the research questions. Findings reveal controversial results. On the one hand, Russian inclusive education policy presents readiness for the inclusive and digital education challenges. Inclusive education definition in the policy document is innovative and correlated with the definitions of the leading academics in the field. Findings also present the readiness to satisfy educational needs of children with disabilities. On the other hand, the scope of the research was limited to the Moscow region which is a benchmarking region in terms of innovation. Therefore, recommendations for the future research are to prepare a study based on the remote areas of the country.en
dc.format.extent79
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.titlePreparing vulnerable social groups for digital education : analysis of Russian inclusive education policies
dc.identifier.urnURN:NBN:fi:jyu-202206203477
dc.type.ontasotPro gradu -tutkielmafi
dc.type.ontasotMaster’s thesisen
dc.contributor.tiedekuntaHumanistis-yhteiskuntatieteellinen tiedekuntafi
dc.contributor.tiedekuntaFaculty of Humanities and Social Sciencesen
dc.contributor.laitosYhteiskuntatieteiden ja filosofian laitosfi
dc.contributor.laitosDepartment of Social Sciences and Philosophyen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.oppiaineKansainvälinen kehitystyö (maisteriohjelma)fi
dc.contributor.oppiaineMaster's Degree Programme in Development and International Cooperationen
dc.rights.copyrightJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rights.copyrightThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.type.publicationmasterThesis
dc.contributor.oppiainekoodi211
dc.subject.ysokoulutuspolitiikka
dc.subject.ysoinkluusio
dc.subject.ysovammaiset
dc.subject.ysoerityiskasvatus
dc.subject.ysokoulutus
dc.subject.ysoopiskelijat
dc.subject.ysoerityisopetus
dc.subject.ysoeducation policy
dc.subject.ysoinclusion
dc.subject.ysodisabled people
dc.subject.ysospecial education (upbringing)
dc.subject.ysoeducation and training
dc.subject.ysostudents
dc.subject.ysospecial education (teaching)
dc.format.contentfulltext
dc.type.okmG2


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