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Psychological Science and Education
2018. Vol. 23, no. 2, 59–67
https://doi.org/10.17759/pse.2018230207
ISSN: 1814-2052 / 2311-7273 (online)

Self-Realization of Students with Disabilities as a Basic Mechanism of Social Inclusion

 
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Abstract

The problem covered in the article concerns the features of self-realization in students with disabilities. Self-realization is seen as the basic mechanism of social inclusion. For a disabled student, even the first attempts to demonstrate his/her potential may result in his/her successful inclusion in the educational environment contributing to an overall feeling of security. As an empirical material we use data of in-depth interview (n=12) conducted with students of the Institute of Social Technologies and Rehabilitation of Novosibirsk State Technical University; the results allow us to analyze the process of self-realization and its effects on the individual. The obtained variations of self-realization trajectories provide an opportunity to improve the work of the social and psychological support service of the Resource and Training Center taking into account the above mentioned mechanism. It is argued that self-realization is the starting point of motivation to self-inclusion.

General Information

Keywords: social inclusion, inclusive education, self-realization of persons with disabilities, sociocultural space of self-realization at university

Journal rubric: Perspectives of Inclusive Education

OpenAlex citations: 13

OpenAlex topics: Psychology of Development and Education, Educational Methods and Teacher Development, Education and Professional Development

Information about the work in OpenAlex

Number of citations: 13

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77596  |  Total number of citations: 232137

Topic detailsв OpenAlex

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 52821  |  Total number of citations: 78980

Topic detailsв OpenAlex

Education and Professional Development

This cluster of papers explores trends in higher education, focusing on digitalization, pedagogical innovation, professional development, educational technology, sustainability, entrepreneurship, student-centered learning, e-learning, and educational management.

Number of works: 15401  |  Total number of citations: 24548

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: research article

DOI: https://doi.org/10.17759/pse.2018230207

Published

For citation: Osmuk, L.A. (2018). Self-Realization of Students with Disabilities as a Basic Mechanism of Social Inclusion. Psychological Science and Education, 23(2), 59–67. (In Russ.). https://doi.org/10.17759/pse.2018230207

© Osmuk L.A., 2018

License: CC BY-NC 4.0

References

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Information About the Authors

Ludmila A. Osmuk, Doctor of Sociology, Professor, Director of Institute of Social Technology, Head of the Department of Social Work and Social Anthropology, Novosibirsk State Technical University, Novosibirsk, Russian Federation, ORCID: https://orcid.org/0000-0002-4896-3055, e-mail: osmuk@mail.ru

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