OBSERVATIONS ON THE PREPARATION OF UNIVERSITY TEACHERS IN RUSSIA AND SPAIN FOR TRAINING PERSONS WITH DISABILITIES

One of the strongest trends in the world of contemporary higher education is the educational integration of people with disabilities.
Educative integration means to create an environment free of barriers access for students with disabilities, providing an easy to basic educational resources of the University.
However, another important aspect of educative integration is poorly studied. It is the existence of motivation and stimulus of professionals and teachers at university to work with people with disabilities.
The purpose of this work is the study of the preparation of professionals and teachers from two departments (25 teachers) Chelyabinsk Pedagogical University and the Polytechnic University of Madrid to provide educational services to people with disabilities.
This preparation, in our opinion, includes institutional, informational and descriptive.
Preparation involves the deep understanding of the key structure of psycho-physiological defects of students with disabilities and specific teaching approaches for different variants of disabilities and their genetic development.
A substantial component of the preparation is the development of classes, lectures and workshops taught by teachers in different ways: movies, adapted and tailored presentations, distance learning, self-study standards and monitoring of previous activities with other students with disabilities.
The organizational aspect of the preparation requires specially trained volunteers (possibly student groups) to support people with disabilities in education at university sphere.
Surveys on professionals and teachers of the Faculty of Special Education and students of the Pedagogical University Chelyabinsk, Russia, show that the delivery of courses focused on the "Special education" and "special psychology" increases information for training and readiness on this issue.
Finally, teachers recognize the need for multi-modal teaching the basic content of each subject. In turn, students can organize volunteer support structures for people with disabilities, encouraged by appropriate readings.