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

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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.

General Information

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

Journal rubric: Methodology and Technology of Education

Article type: scientific article

DOI: https://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 citation: Odintsova M., Aleksandrova L.A., Kuzmina E.I., Lazareva V.M. Psychological and Pedagogical Support for Students with Disabilities in Inclusive Educational Environment of University [Elektronnyi resurs]. Psychological-Educational Studies, 2019. Vol. 11, no. 3, pp. 114–127. DOI: 10.17759/psyedu.2019110310. (In Russ., аbstr. in Engl.)

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Information About the Authors

Maria Odintsova, PhD in Psychology, Associate Professor, Head of the Department of Psychology and Pedagogy of Distance Learning, Faculty of Distance Learning, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3106-4616, e-mail: mari505@mail.ru

Lada A. Aleksandrova, PhD in Psychology, Leading Researcher, Laboratory of Personality Development Problems of People with Disabilities, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3539-8058, e-mail: ladaleksandrova@mail.ru

Elena I. Kuzmina, Dean of the Faculty of Distance Learning, Moscow State University of Psychology and Education, Moscow, Russia, e-mail: kuzminaei@mgppu.ru

Valeria M. Lazareva, Center of Support and Maintenance of Electronic Educational Environment, Moscow State University of Psychology & Education, Moscow, Russia, e-mail: lazarevavm@mgppu.ru