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INCLUSION AND ATTITUDE TOWARDS EDUCATION OF ART STUDENTS

The article presents the study results of the characteristics of the attitude of students with disabilities and students with preserved health to higher education in the field of culture. Motivation for higher education and requirements to its content, as well as results of the structural analysis of the aims and motives for higher education are considered. Answers of students with preserved health and students with various types of disabilities are compared, also age dynamics and answers of students of different faculties (theater, music, fine arts) are analyzed. The study involved 167 RGSAI students, 98 of them — with preserved health and 67 — with disabilities. Questionnaire survey method was used; the results were processed by mathematical statistics methods. It is shown, that with age students undergo a restructuring of educational motivation from social desirability to personification, the desire to develop their own abilities. It is revealed, that for students with disabilities the meaning of studying at a university to a much greater extent, in comparison with students with preserved health, is to develop their abilities and opportunities for socialization. For healthy students the priority is to become a specialist in a particular field in order to subsequently have a high-paid job. For students with disabilities university education is an important institution of socialization and a platform for their social activity. Structural analysis identified the basic semantic modalities that determine the differences in students' motives and goals for obtaining higher education.