Psychological support for students with disabilities in home-based learning: results of an applied study

Context and relevance. In the context of modern education, the importance of psychological assistance to students with disabilities (SWD) who are educated at home is increasing (Articles 41, 273 of the Federal Law, 2012/12/29). In the regions of the country, there is a high proportion of students with SWD who are educated at home. Objective: to analyze the results of a survey of educational psychologists providing psychological assistance to students with disabilities at home. Hypothesis. In the structure of psychological assistance for children with disabilities at home, work on the diagnosis and treatment of cognitive and emotional disorders predominates, while the social aspect (communication development, social adaptation) is underrepresented and is considered secondary by specialists. Psychological assistance for the reintegration of students into the school community is not systematic: activities are fragmented, there is a lack of unity between diagnostic, correctional-developmental, and assessment components, and there is weak interdisciplinary coordination and little coherence among participants in the educational process. Methods and materials. A survey of 415 educational psychologists working in inclusive schools with students with disabilities receiving education at home from 7 regions of the Russian Federation based on a questionnaire of 10 closed and 1 open questions. Results. Only slightly more than a third of educational psychologists (37%) work directly with children; 63% limit themselves to consulting with parents or teachers. A third of specialists discuss strategies for a child's transition to school during consultations. The main challenges faced by students with disabilities (on average by educational level) addressed by educational psychologists are cognitive (29.4%), emotional-volitional (26.2%), social-adaptive (15.7%), and communicative (18.4%). Conclusions. Age-related dynamics were identified: behavioral issues predominate in the younger grades, while motivational and career-related issues predominate in the older grades. The need for a systemic, two-stage model of psychological support is discussed.

1. Авчинникова, С.О. (2025). Психолого-педагогическая поддержка надомного обучения в условиях инклюзивного образования. Научно-методический электронный журнал «Концепт», 11, 103—121. URL: https://e-koncept.ru/2025/251217.htm?ysclid=mqey1x9lz0869763602 (дата обращения: 14.06.2026).
   Avchinnikova, S.O. (2025). Psychological and pedagogical support of home-based education in inclusive education. Scientific and methodological electronic journal “Koncept”, 11, 103—121. (In Russ.). URL: https://e-koncept.ru/2025/251217.htm?ysclid=mqey1x9lz0869763602 (viewed: 14.06.2026).
2. Алехина, С.В. (2026). Надомное обучение как исключение: проблемы реализации инклюзивного образования. Вестник практической психологии образования, 23(2), 122—134. https://doi.org/10.17759/bppe.2026230207
   Alekhina, S.V. (2026). Homeschooling as an exception: problems of implementing inclusive educatio. Bulletin of Practical Psychology of Education, 23(2), 122—134. (In Russ.). https://doi.org/10.17759/bppe.2026230207
3. Бруцкая, К.А. (2023). Родительские установки к проблеме надомного обучения детей с ОВЗ. Психология и психотехника, 4, 63—71. https://doi.org/10.7256/2454-0722.2023.4.39441
   Brutskaya, K.A. (2023). Parental attitudes to the problem of home-based education of children with disabilities. Psychology and Psychotechnics, 4, 63—71. (In Russ.). https://doi.org/10.7256/2454-0722.2023.4.39441
4. Выготский, Л.С. (1984). Собрание сочинений: В 6 т. Т. 4. Детская психология (Д.Б. Эльконин, ред.). М.: Педагогика.
   Vygotsky, L.S. (1984). Collected works in 6 vols. Vol. 4. Child psychology (D.B. Elkonin, ed.). Moscow: Pedagogika. (In Russ.).
5. Выготский, Л.С. (2000). Проблема возраста. В: Психология (c. 544—548). М.: Изд-во ЭКСМО.
   Vygotsky, L.S. (2000). The problem of age. In: Psychology (pp. 544—548). Moscow: EKSMO. (In Russ.).
6. Егорова, Ю.В. (2022). Социальная ситуация развития Л.С. Выготского в контексте современных нестабильных условий социума. Письма в Эмиссия. Оффлайн, 3, 3049. URL: http://emissia.org/offline/2022/3049.htm (дата обращения: 14.06.2026).
   Egorova, Yu.V. (2022). L.S. Vygotsky’s social situation of development in the context of modern unstable social conditions. The Emissia. Offline Letters, 3, 3049. (In Russ.). URL: http://emissia.org/offline/2022/3049.htm (viewed: 14.06.2026).
7. Ешмейкина, С.В. (2022). Особенности психических состояний у подростков, обучающихся по адаптированной основной общеобразовательной программе с использованием дистанционных технологий. В: Комплексное сопровождение детей с ограниченными возможностями здоровья (с. 67—72). Чебоксары: Чувашский государственный педагогический университет им. И.Я. Яковлева.
   Eshmeikina, S.V. (2022). Characteristics of mental states of adolescents studying under an adapted basic general education program using distance technologies. In: Comprehensive support of children with disabilities (pp. 67—72). Cheboksary: Chuvash State Pedagogical University. (In Russ.).
8. Ивина, К.А. (2021). Характеристика детей, находящихся на надомном обучении. В: Профессиональные дебюты в теории и практике дефектологии: расширяя границы возможного: Сборник статей по материалам III Всероссийской студенческой конференции (с. 165—169). Нижний Новгород: Нижегородский государственный педагогический университет им. К. Минина.
   Ivina, K.A. (2021). Characteristics of children in home-based education. In: Professional debuts in the theory and practice of defectology: expanding the boundaries of the possible: Collection of articles from the III All-Russian Student Conference (pp. 165—169). Nizhny Novgorod: Minin Nizhny Novgorod State Pedagogical University. (In Russ.).
9. Костерева, Л.И. (2018а). Актуальные проблемы учащихся надомного обучения. В: С.И. Кудинов, М.А. Рушина, Э.А. Каминская (ред.), Психолого-педагогические исследования в современном образовании: Материалы Международной научно-практической конференции (с. 114—118). М.: Российский университет дружбы народов (РУДН).
   Kostereva, L.I. (2018а). Actual problems of home-schooled students. In: S.I. Kudinov, M.A. Rushina, E.A. Kaminskaya (Eds.), Psychological and pedagogical research in modern education: Proceedings of the International scientific-practical conference (pp. 114—118). Moscow: RUDN University. (In Russ.).
10. Костерева, Л.И. (2018б). Сущность педагогического взаимодействия при надомном обучении. В: Проблемы современного образования: Межвузовский сборник научных трудов. Вып. 11 (с. 152—157). М.: Российский университет дружбы народов (РУДН).
    Kostereva, L.I. (2018b). The essence of pedagogical interaction in home-based education. Problems of modern education: Interuniversity collection of scientific works. Issue 11 (pp. 152—157). Moscow: RUDN University. (In Russ.).
11. Мухаметшина, Н.З. (2022). Семейное образование как вариативная форма обучения: преимущества и недостатки. Актуальные проблемы дошкольного образования: теория и практика: VI международная научно-практическая конференция (c. 132—134). Уфа: БГПУ им. М. Акмуллы. URL: https://bspu.ru/files/115821?ysclid=mqez13pxjr26612979 (дата обращения: 15.06.2026).
    Mukhametshina, N.Z. (2022). Family education as a variable form of education: advantages and disadvantages. Actual problems of preschool education: theory and practice: VI International scientific-practical conference (pp. 132—134). Ufa: BSPU named after M. Akmulla. (In Russ.). URL: https://bspu.ru/files/115821?ysclid=mqez13pxjr26612979 (viewed: 15.06.2026).
12. Овчаренко, Л.Ю. (2017). Социализация детей, обучающихся на дому. Человек. Общество. Инклюзия, 4(32), 112—124.
    Ovcharenko, L.Yu. (2017). Socialization of home-schooled children. Human. Society. Inclusion, 4(32), 112—124. (In Russ.).
13. Прилоус, Л.А. (2019). Тьюторское сопровождение в социализации детей с ОВЗ при надомной и дистанционной форме обучения. Конференциум АСОУ, 4-2, 135—139.
    Prilous, L.A. (2019). Tutor support in the socialization of children with disabilities in home-based and distance learning. ASOU Conferentium, 4-2, 135—139. (In Russ.).
14. Пупкова, А.С. (2024). Обучение на дому детей школьного возраста с тяжелыми и множественными нарушениями развития. Флагман науки, 3, 203.
    Pupkova, A.S. (2024). Home-based education of school-age children with severe and multiple developmental disabilities. Flagship of Science, 3, 203. (In Russ.).
15. Романова, М.В., Сафронова, Ю.А. (2023). Проблема домашнего обучения школьников в педагогической теории и практике. Открытое образование, 27(1), 51—60. https://doi.org/10.21686/1818-4243-2023-1-51-60
    Romanova, M.V., Safronova, Yu.A. (2023). The problem of home-based education of schoolchildren in pedagogical theory and practice. Open Education, 27(1), 51—60. (In Russ.). https://doi.org/10.21686/1818-4243-2023-1-51-60
16. Шилова, Т.А., Костерева, Л.И. (2017). Система социального взаимодействия и самооценка старшеклассников при надомном обучении. Системная психология и социология, 3, 43.
    Shilova, T.A., Kostereva, L.I. (2017). System of social interaction and self-assessment of high school students in home-based education. Systemic Psychology and Sociology, 3, 43. (In Russ.).
17. Шумакова, Н.Б., Щебланова, Е.И., Сорокова, М.Г. (2023). Климат в классе: русскоязычная версия модифицированного опросника «Школьный климат»: Набор данных. RusPsyData: Репозиторий психологических исследований и инструментов. https://doi.org/10.48612/MSUPE/f3x6-d81x-uuu9
    Shumakova, N.B., Shcheblanova, E.I., Sorokova, M.G. (2023). Classroom Climate: Russian language version of the modified School Climate Questionnaire: Data set. RusPsyData: Psychological Research Data and Tools Repository. (In Russ.). https://doi.org/10.48612/MSUPE/f3x6-d81x-uuu9
18. Averett, P. (2021). The challenges of home-schooling children with special educational needs: Parental struggles and systemic barriers. Journal of Research in Special Educational Needs, 21(3), 189—198.
19. Hosshan, H., Stancliffe, R.J., Bonati, M.L., Villeneuve, M. (2024). Peer-seating groups and social participation by students with learning disabilities in full-inclusion in Malaysian secondary schools. International Journal of Inclusive Education, 28(7), 1076—1092.
20. Ray, B.D. (2025). Homeschooling choices among families of children with disabilities versus without disabilities: Satisfaction and outcomes. Home School Researcher, 39(2), 1—15.
21. Vincent, C., Canning, N., Robinson, B. (2021). Parental perspectives of home-schooling of children with special educational needs and disabilities. Support for Learning, 36(4), 512—531.
22. Wong, C., Odom, S.L., Hume, K.A., Cox, A.W., Fettig, A., Kucharczyk, S., Schultz, T.R. (2024). Evidence-based practices for children, youth, and young adults with Autism: Why unstructured homeschooling produces negative educational outcomes. Behavioral Modification, 48(1), 34—57.