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.

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