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Clinical Psychology and Special Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-0394

DOI: http://dx.doi.org/10.17759/cpse

License: CC BY-NC 4.0

Started in 2012

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Social Support for Disabled Students in Situation of Iclusive Education 2032

Aleksandrova L., Leading Researcher, Laboratory of Personality Development Problems of People with Disabilities, Moscow State University of Psychology and Education, Moscow, Russia, ladaleksandrova@mail.ru
Silantieva T.A., Specialist of the City Institute for Integrative (inclusive) Education, Moscow State University of Psychology and Education, Moscow, Russia, tanyasilantieva@ya.ru
Abstract
Present article observes models of social support in connection with difficult life situation. The main hypothesis is that social support is a part of self-regulation process in permanent life stress. The samples were students with disabilities (N=48) and healthy students (N=162) in Moscow State University of Psychology and Education. The scale of self-efficacy was an indicator of successful self-regulation and scale of maladjustment was an indicator of social failure. Authors made a conclusion about connection of self- efficacy with social support. Also it is concluded that the excess of social support in high-performance students with disabilities may occur a waiver of its receipt.

Keywords: inclusive education, disabled students, social support, self-efficacy, theories of social support

Column: Empirical research

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