Social Support for Disabled Students in Situation of Iclusive Education



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.

General Information

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

Journal rubric: Empirical Research

Article type: scientific article

For citation: Aleksandrova L.A., Silantieva T.A. Social Support for Disabled Students in Situation of Iclusive Education [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2014. Vol. 3, no. 2 (In Russ., аbstr. in Engl.)


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Information About the Authors

Lada A. Aleksandrova, PhD in Psychology, Leading Analyst of the Federal Coordination Center for the Provision of Psychological Services in the Education System of the Russian Federation, Associate Professor, Department of Psychology & Pedagogy of Distance Learning, Moscow State University of Psychology & Education, Associate Professor, Faculty of Social Sciences, School of Psychology at National Research University “Higher School of Economics”, Moscow, Russia, ORCID:, e-mail:

Tatiyana A. Silantieva, Specialist of the City Institute for Integrative (inclusive) Education, Moscow State University of Psychology and Education, Moscow, Russia, e-mail:



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