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  Previous issue (2019. Vol. 11, no. 2)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

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

License: CC BY-NC 4.0

Started in 2009

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Psychological and Pedagogical Support for Students with Disabilities in Inclusive Educational Environment of University 91

Odintsova M.A., PhD in Psychology, Professor, Department of Psychology and Pedagogy of Distance Learning, Faculty of Distance Learning, Moscow State University of Psychology and Education, Moscow, Russia, mari505@mail.ru
Kuzmina E.I., Dean of the Faculty of Distance Learning, Moscow State University of Psychology and Education, Moscow, Russia, kuzminaei@mgppu.ru
Aleksandrova L.A., PhD in Psychology, Associate Professor of Psychology and Pedagogy of Distance Learning, Moscow State University of Psychology & Education, Moscow, Russia, ladaleksandrova@mail.ru
Lazareva V.M., Center of Support and Maintenance of Electronic Educational Environment, Moscow State University of Psychology & Education, Moscow, Russia, lazarevavm@mgppu.ru
Abstract
The authors analyze the components of psychological and pedagogical support for students with disabilities in an inclusive educational environment of the University using as the example the Faculty of distance learning of MSUPE. It is shown that the active model of disability aimed at fostering students’ own activity may become a basis of psychological and pedagogical support for university students with disabilities. Psychological and pedagogical support of students with disabilities includes a variety of forms (pedagogical, social, psychological support, self-support) aimed at enriching the psychological and pedagogical conditions of the educational environment through: 1) support groups organization and functioning; 2) self-support groups functioning; 3) creating an optimally accessible educational environment using distant technologies. The system of psychological and pedagogical support of students with disabilities can be built on the basis of «understanding relationships», suggesting barrier-free understanding, overcoming the stereotypes of disability and erroneous interpretations of the multidimensional world of persons having disabilities; the full participation and involvement in the experience of disability. The article provides data of empirical studies conducted by students with disabilities themselves in the framework of their master theses which allowed to detect the most problematic and resource zones in: 1) support groups (parents of students with disabilities); 2) readiness of students with disabilities to self-help, their self-activation and hardiness resources; 3) the role of inclusive distance educational environment to develop motivation and psychological well-being in all students: with and without disabilities.

Keywords: psychological and pedagogical support, students with disabilities, inclusive educational environment of university, proactive model of disability, barrier-free understanding

Column: Inclusion in Higher Education: Psychological and Pedagogical Research

DOI: http://dx.doi.org/10.17759/psyedu.2019110310

Funding

This work was supported by RFBR. Project № 19-013-00904 “Development of personality in students with disability in conditions of inclusive distance learning”.

Acknowledgements

The authors are grateful to Aysmontas B.B., Ph.D., Professor of Psychology and Pedagogy of Distance Learning Faculty, Research Project Manager "Development of personality in students with disability in conditions of inclusive distance learning” for the assistance in our research organizing and conducting.

For Reference

References
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