Abstract:

The system of inclusive higher education in Russia is just beginning to take shape. Its effectiveness is measured by the educational success opportunities it provides for students with special health capabilities. Educational success means complete mastery of professional competencies, the formation of a stable professional orientation, maintaining a high level of motivation for learning, and the ability to study independently. Achieving educational success for students with special health abilities is the basis for their further adaptation to life in society. Meanwhile, Russian universities do not analyze this problem, although the barriers to successful learning for this group of students are no less, if not more, than others. Tutor support for such students is often limited by the function of monitoring compliance with the elementary principles of physical accessibility of the educational environment.

The aim of the article is to identify the barriers that students with disabilities face on the path to educational success.

The research objectives were:
1. To identify the key objective and subjective factors that serve as barriers to achieving educational success for students with special health abilities.
2. To find measures of pedagogical and psychological support for this group of students, ensuring their coping with difficulties in learning and achieving success.

The empirical basis of the article is the data of a study conducted in 2019 at the Ural Federal University (Russia) using the questionnaire method. A homogeneous sample was used. It included 2nd and 3rd year students of various specialties with health features (n = 426 people).

Results:
1. It was revealed that students with special health abilities lack time not only for a high-quality study of educational material and additional classes, but also to meet leisure and some basic needs.
2. The research has shown that the predictor of the educational success of this group of students is their assessment of themselves as independent subjects of education, capable of determining their future. At the same time, the social and psychological barrier to achieving educational success is their increased need for approval from family, friends, and teachers. The author showed that this need, as well as the need for communication with peers, cannot always be realized due to intrapersonal factors, as well as environmental factors. The social deprivation of students with special health capabilities is a serious barrier to achieving academic success.
3. In addition to traditional tutoring, the author substantiates the need to develop horizontal communications in academic groups in which students with special health abilities are trained. As an auxiliary tool for achieving educational success by students with special health capabilities, it is proposed to develop special approaches to pedagogical and psychological support of their educational activities.

Keywords:

Students with special health capabilities, educational success, pedagogical and psychological support of students.