Features of Relations with Teachers in Students with Disabilities in higher Education

The article deals with the peculiarities of relations with teachers among students with preserved health and students with disabilities. It is assumed that students with disabilities and students with preserved health have specific features in their relationships with teachers. Sample: 167 students, 98 of them – with good health and 67-with disabilities (hearing, vision, etc.). The study was conducted on the basis of the RSSAI with students of all faculties (theater, music, fine arts). Methodology: the author's questionnaire on the study of various aspects of the attitude to education (professional plans, socio-psychological well-being, motivation of training, attitude to the content of education, socio-psychological relations within the university with teachers and other students, value orientations in the field of art culture, etc.). It is shown that when there are conflicts with teachers, students with preserved health do not transfer them to the attitude to the academic subject, while students with disabilities conflict with the teacher provokes a negative attitude to the course. It was revealed that among students with disabilities, almost one in ten believes that problems in understanding the educational material are due to the peculiarities of their health, with age the share of such responses increases. It was found that among students with disabilities a higher proportion of those who seek informal communication with teachers, which confirms the importance of higher education as an institution of socialization and a source of experience of social interaction.

1. Aismontas B.B., Odintsova M.A. Inklyuzivnaya obrazovatel'naya sreda vuza kak resurs dlya razvitiya zhiznestoikosti i samoaktivatsii studentov s invalidnost' [Inclusive educational environment of the University as a resource for the development of resilience and self-activation of students with disabilities]. Psikhologicheskaya nauka i obrazovanie = Psychological science and education, 2018. Vol. 23, no. 2, pp. 29–41. DOI:10.17759/pse.2018230204 (In Russ.).
2. Bayramov V.D., Raidugin D.S., Alexandrova E.V. Teoretiko-metodologicheskie osnovy «inklyuzii obratnogo poryadka»: opyt Moskovskogo gosudarstvennogo gumanitarno-ekonomicheskogo universiteta [Theoretical and methodological foundations of "reverse order inclusion": experience of the Moscow state University of Humanities and Economics]. Psikhologicheskaya nauka i obrazovanie = Psychological science and education, 2017. Vol. 22, no. 1, pp. 18–25. DOI:10.17759/pse.2017220103 (In Russ.).
3. Pryazhnikova E.Yu., Chistovskii D.I. Samosoznanie studentov s OVZ na etape professional'nogo razvitiya [Self-Awareness of students with disabilities at the Stage of professional development]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2014. Vol. 19, no. 4, pp. 81–91. (In Russ.).
4. Rubtsov V.V., Alyokhina S.V., Khaustov A.V. Nepreryvnost' inklyuzivnogo obrazovaniya i psikhologo‐pedagogicheskogo soprovozhdeniya lits s osobymi obrazovatel'nymi potrebnostyami [Continuity of inclusive education and psychological and pedagogical support for persons with special educational needs]. Psikhologo-pedagogicheskie issledovaniya = Psychological and pedagogical research, 2019. Vol. 11, no. 3, pp. 1–14. DOI:10.17759/psyedu.2019110301 (In Russ.).
5. Sobkin V.S. Podrostok s defektom slukha: tsennostnye orientatsii, zhiznennye plany, sotsial'nye svyazi: empiricheskoe issledovanie [a Teenager with a hearing defect: value orientations, life plans, social connections: an empirical study]. Moscow: TsSO RAO, 1997. 94 p. (In Russ.).
6. Sobkin V.S., Kalashnikova E.A. Otnoshenie k dopolnitel'nomu obrazovaniyu uchashchikhsya osnovnoi i starshei shkoly: sotsial'no-psikhologicheskie aspekty [Attitude to additional education of primary and high school students: socio-psychological aspects] Natsional'nyi psikhologicheskii zhurnal = National Psychological Journal, 2018, no. 1(29), pp. 62–75. DOI:10.11621/npj.2018.0106 (In Russ.).
7. Sobkin V.S., Lykova T.A., Sobkina A.V. Otnosheniya s roditelyami studentov s OVZ i invalidnost'yu kak psikhologicheskii resurs pri poluchenii vysshego obrazovaniya v sfere iskusstva [Relations with parents of students with disabilities as a psychological resource in obtaining higher education in the field of art]. Khudozhestvennoe obrazovanie i nauka = Art education and science, 2021, no. 1(26), pp. 184–196. DOI:10.36871/hon.202101022 (In Russ.).
8. Sobkin V.S., Lykova T.A., Sobkina A.V. Psikhicheskoe blagopoluchie studentov pri realizatsii inklyuzivnogo vysshego obrazovaniya v sfere iskusstva: opyt strukturnogo analiza [Mental well-being of students in the implementation of inclusive higher education in the field of art: experience of structural analysis]. Psikhologicheskaya nauka i obrazovanie = Psychological science and education, 2020. Vol. 25, no. 6, pp. 19–30. DOI:10.17759/pse.2020250602 (In Russ.).
9. Sobkin V.S., Lykova T.A., Sobkina A.V. Psikhologiya aktera: nachalo professional'nogo puti [Psychology of the actor: the beginning of the professional path]. Мoscow: FGBNU "IUO RAO", 2021. 176 p. (In Russ.).
10. Sobkin V.S., Sobkina A.V., Lykova T.A. Inklyuziya i otnoshenie k obrazovaniyu studentov khudozhestvennogo vuza [Inclusion and attitude to the education of art university students]. Khudozhestvennoe obrazovanie i nauka = Art education and science, 2020, no. 4(25), pp. 175–188. DOI:10.34684/hon.202004022 (In Russ.).
11. Sobkin V.S., Tkachenko O.V. Student pedagogicheskogo vuza: zhiznennye i professional'nye perspektivy [Student of pedagogical University: life and professional prospects]. Proceedings on the sociology of education, Vol. XXI. Moscow: Center for the sociology of education, RAO, 2007. 200 p. (In Russ.).
12. Yakupov A.N., Blagireva E.N., Volodin A.A. Dostupnost' dlya invalidov i lits s OVZ obrazovatel'nykh organizatsii otrasli kul'tury v Rossiiskoi Federatsii kak faktor nepreryvnogo mnogourovnevogo obrazovaniya [Accessibility for disabled people and persons with disabilities of educational organizations of the cultural sector in the Russian Federation as a factor of continuous multi-level education]. Khudozhestvennoe obrazovanie i nauka = Art education and science, 2019, no. 1, pp. 138–146. (In Russ).
13. Antonak R.F. Measurement of Attitudes towards Persons with Disabilities. Disability and Rehabilitation, 2000, no. 22(5), pp. 211–224.
14. García-Fernández J.M. Attitudes towards Disability in Education through the SSCI (2000–2011): A Topical and Bibliometric Analysis. Electronic Journal of Research in Educational Psychology, 2013. Vol. 11, no. 1, pp. 139–166.
15. Hopkins L. The path of least resistance: a voice-relational analysis of disabled students’ experiences of discrimination in English universities. International Journal of Inclusive Education, 2011. Vol. 15(7), pp. 711–727.
16. Mullins L., Preyde M. The lived experience of students with an invisible disability at a Canadian university. Disability & Society, 2013. Vol. 28(2), pp. 147–160.
17. Sobkin V.S. The Adolescent with a Hearinq Disability: Value Orientations, Life Plans, Social Relations. An Empirical Survey. Russian Education and Society, 1998. Vol. 40, no. 3, pp. 5–95.
18. Zarifa D., Walters D., Seward B. The Earnings and Employment Outcomes of the 2005 Cohort of Canadian Postsecondary Graduates with Disabilities. Canadian Review of Sociology, 2015. Vol. 52(4), pp. 343–376.