Previous issue (2020. Vol. 25, no. 5)
Included in Web of Science СС (ESCI)
|
|
Educational Environment in University as a Resource for Resilience and Self-Activation in Students with Disabilities 1013
Aismontas B.B.
PhD in Psychology, Associate Professor and Professor, Head of Department of Psychology and Pedagogy, Faculty of e-learning and Education, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0003-3918-2975
e-mail: abronius@yandex.ru Odintsova M.A.
PhD in Psychology, Associate Professor, Department of Psychology and Pedagogy of Distance Learning, Faculty of Distance Learning, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0003-3106-4616
e-mail: mari505@mail.ru
Inclusive educational environment of the University is considered as one of the most promising in the promotion of ideas of inclusion and as a factor in the development of internal resources of students in General. To understand the role of the inclusive educational environment of the University as a resource for the development of resilience and self-activation of students with disabilities, the results of several studies conducted at the Department of psychology and pedagogy of distance learning FDO MGPPU, which were implemented at different stages(from 2016 to 2018), and which were attended by different student groups: 1) healthy students and students with disabilities studying together (N = 54); 2) students with disabilities of different ages and different universities (N = 67); 3) students with disabilities (n=41), healthy peers who study with them (N=30) and a group of students who are not studying in an inclusive environment and have weak ideas about disability as such (N=47). In total, 239 students took part in different stages of the study, including.
-
Alekhina S.V. Psihologo-pedagogicheskie issledovaniya
inklyuzivnogo obrazovaniya v praktike podgotovki magistrantov [Psychological
and pedagogical researches of inclusive education in the practice of training
undergraduates]. Psikhologicheskaya nauka i obrazovanie
[Psychological Science and Education], 2015. Vol. 20, no. 3, pp. 70—78.
(In Russ., abstr. in Engl.)
-
Alekhina S.V. Aktual’nye voprosy razvitiya inklyuzivnogo
obrazovaniya v Rossii [Topical issues of development of inclusive education in
Russia]. Social’no-pedagogicheskaya podderzhka lic s ogranichennymi
vozmozhnostyami zdorov’ya: teoriya i praktika: Materialy Mezhdunarodnoi
nauchno-prakticheskoi konferencii [Social and pedagogical support of persons
with disabilities: theory and practice. Proceedings of the International
scientific-practical conference], 2017, pp. 11—16.
-
Ajsmontas B.B. Odincova M.A. Social’no-psihologicheskoe
soprovozhdenie studentov s invalidnost’yu i ogranichennymi vozmozhnostyami
zdorov’ya [Social and psychological support of students with disabilities and
limited opportunities of health]. Psikhologicheskaya nauka i obrazovanie
[Psychological Science and Education], 2017. Vool. 22, no. 1, pp. 71—
80. (In Russ., abstr. in Engl.)
-
Ajsmontas B.B., Panyukova S.V., Saitgalieva G.G.
Uchebno-metodicheskoe soprovozhdenie obucheniya studentov s invalidnost’yu v
vuze [Educational and methodological support of students with disabilities in
higher education]. Psikhologicheskaya nauka i obrazovanie [
Psychological Science and Education], 2017. Vol. 22, no. 1, pp. 60—70.
(In Russ., abstr. in Engl.)
-
Banch G. Desyat’ klyuchevyh punktov uspeshnoj inklyuzii
[Ten key points of successful inclusion]. Autizm i narusheniya razvitiya
[Autism and developmental disorders]. 2010, no. 3 (30), pp. 50—56. (In Russ.,
abstr. in Engl.)
-
Barinova G.V. Invalidnost’ kak vyzov rossijskomu
obshchestvu [Disability as a challenge to Russian society]. Vestnik TvGU.
Seriya Filosofiya [ Herald Of Tver State University. Philosophy
Series], 2015, no. 1, pp. 94—100.
-
Voevodina E.V. Adaptacionnye strategii v rossijskih vuzah:
ot segeracii k inklyuzii [Adaptation strategies in Russian universities: from
segmentation to inclusion]. Vestnik Moskovskogo gosudarstvennogo
gumanitarno-ehkonomicheskogo institute [ Bulletin of Moscow state
humanitarian-economic Institute], 2013, no. 4 (16), pp. 44—51.
-
Volosnikova L.M., Efimova G.Z. Inklyuziya v vuze: opyt
regional’nogo issldeovaniya [Inclusion in the University: the experience of
regional issledovaniya]. Vestnik Tyumenskogo gosudarstvennogo universiteta.
Social’no-ehkonomicheskie i pravovye issledovaniya [Bulletin of Tyumen
state University. Socio — economic and legal research], 2016. Vol.
2, no. 2, pp. 30—43.
-
Gordeeva T.O., Osin E.N., Suchkov D.D., Ivanova T.YU.,
Sychev O.A., Bobrov V.V. Samokontrol’ kak resurs lichnosti: diagnostika i
svyazi s uspeshnost’yu, nastoichivost’yu i blagopoluchiem [Self-control as a
personality resource: diagnosis and connections with success, perseverance and
well-being]. Kul’turno-istoricheskaya psihologiya [ Cultural and
historical psychology], 2016, 12(2), pp. 46—58. (In Russ., abstr. in
Engl.)
-
Dokumental’nyi fil’m «My vam nuzhny» avtor scenariya
A.V.Suvorov, rezh. E.Lobacheva-Dvoreckaya. 2012. URL:
https://www.youtube.com/watch?v=zb- DR1sOwHY (Accessed 10.03.2018)
-
ZHirar R. Kozel otpushcheniya. Sankt-Peterburg : Publ.
Ivana Limbaha, 2010. 336 р.
-
Zaharova N.L. Sistemnyi podhod k psihologicheskomu
soprovozhdeniyu detei v usloviyah inklyuzivnogo obrazovaniya [Systematic
approach to psychological support of children in inclusive education].
Problema lichnosti v kontekste sovremennoi social’noi situacii razvitiya
detei, podrostkov i molodezhi: Sbornik materialov Mezhdunarodnoi
nauchno-prakticheskoi konferencii Desyatye Levitovskie chteniya v MGOU (23—24
aprelya 2015 g.). [The problem of personality in the context of the current
social situation of development of children, adolescents and youth:
Proceedings of the International scientific-practical conference Tenth
Levitical readings in the IGO]. Moscow: IIU MGOU, 2016, pp. 179—181.
-
Kulagina I.YU., Senkevich L.V. Reabilitacionnyj potencial
lichnosti pri razlichnyh hronicheskih zabolevaniyah [Реабилитационный потенциал
личности при различных хронических заболеваниях].
Kul’turno-istoricheskaya psihologiya
[Cultural andhistorical psychology], 2015. Vol. 11,
no. 1, pp. 50—60. (In Russ., abstr. in Engl.)
-
Leont’ev D.A., Lebedeva A.A., Silant’eva T.A. Mesto i
funkcii social’noj podderzhki v strukture lichnostnyh resursov lic s
ogranichennymi vozmozhnostyami zdorov’ya [Place and functions of social support
in the structure of personal resources of persons with disabilities].
Kul’turno-istoricheskaya psihologiya [Cultural and historical
psychology], 2015. Vol. 11, no. 3, pp. 120—134. (In Russ., abstr. in
Engl.)
-
Lubovskii V.I. Inklyuziya — tupikovyi put’ dlya obucheniya
detei s ogranichennymi vozmozhnostyami [Inclusion-a dead-end way to educate
children with disabilities]. Special’noe obrazovanie [ Special
education], 2016, no. 4, pp. 77—87.
-
Odincova M.A., Ajsmontas B.B., Kulyackaya M.G. Faktory
samoaktivacii studentov s ogranichennymi vozmozhnostyami zdorov’ya (po
materialam pilotazhnogo issledovaniya) [Factors of self-activation of students
with disabilities (based on the materials of the pilot study)]. Izv. Sarat.
un-ta. Nov. ser. Ser. Filosofiya. Psihologiya. Pedagogika [Izvestiya of
Saratov University. New series. The Series Of Philosophy. Psychology.
Pedagogy], 2017. Vol. 17, vyp. 1, pp. 72—79.
-
Odincova M.A., Istomina E.V. Vetvickaya T.V. Samarec K.V.
Adaptacionnyj potencial studentov raznogo vozrasta s invalidnost’yu [Adaptive
potential of students of all ages with disabilities]. In Boginskaya YU.V.
(ed.), Social’no-pedagogicheskaya podderzhka lic s ogranichennymi
vozmozhnostyami zdorov’ya: teoriya i praktika: materialy Mezhdunarodnoj
nauchno-prakticheskoj konferencii (18-20 maya 2017 g. Simferopol) [Social
and educational support for persons with disabilities: theory and practice:
proceedings of the International scientific and practical conference].
Simferopol’ : IT «ARIAL», 2017, pp. 205—209.
-
Osin E.N., Rasskazova E.I. Kratkaya versiya testa
zhiznestojkosti: psihometricheskie harakteristiki i primenenie v
organizacionnom kontekste [A brief version of the resilience test: psychometric
characteristics and application in the organizational context]. Vestnik
Mosk. un-ta Ser. 14. Psihologiya [ Bulletin of Moscow University.
Ser. 14. Psychology]. 2013, 2, pp. 147—165.
-
Alekhina S.V. (ed.), Psihologo-pedagogicheskie osnovy
inklyuzivnogo obrazovaniya: kollektivnaya monografiya [Psychological and
pedagogical foundations of inclusive education: a collective monograph].
Moscow: MGPPU, OOO «Buki Vedi», 2013. 334 p.
-
Radchikova N.P., Odincova M.A., Kozyreva N.V. Metodika
samoaktivacii lichnosti: adaptaciya na belorusskoi vyborke [The method of
someactivity personality: adaptation on the Belarusian sample]. Vestnik
Polockogo gosudarstvennogo universiteta. Seriya E. [ Bulletin of Polotsk
state University. The E-Series], 2017, no. 15, pp. 77—82.
-
Rudakova I.A., Roslyakova N.I. Teoretiko-metodologicheskie
podhody k razvitiyu inklyuzivnogo obrazovaniya v Rossii [Theoretical and
methodological approaches to the development of inclusive education in Russia].
Istoricheskaya i social’no-obrazovatel’naya mysl’ [ Historical and
socio-educational thought], 2017. Vol. 9, no. 1/2.
-
Sapronov D.V., Leont’ev D.A. Lichnostnyj dinamizm i ego
diagnostika [Personal dynamism and its diagnosis]. Psihologicheskaya
diagnostika [ Psychological diagnostics], 2007, no. 1, pp.
66—84.
-
Suvorov A.V. Filosofiya nezavisimoi zhizni [The philosophy
of independent living]. Svobodnaya mysl’ [Free thought], 2010,
no. 3, pp. 115—124.
-
Yakovleva E.L. Filosofsko-metodologicheskij analiz slov
“inklyuziya”/”inklyuzivnyj chelovek” [Philosophical and methodological analysis
of the words “inclusion” / “inclusive person”]. Pedagogika, psihologiya i
tekhnologii inklyuzivnogo obrazovaniya: materialy Tret’ei mezhdunarodnoi
nauchno-prakticheskoi konferencii [Pedagogics, psychology and inclusive
education technologies: proceedings of the Third international
scientific-practical conference]. Kazan’: Publ. «Poznanie» Instituta
ehkonomiki, upravleniya i prava, 2015. 43 p.
-
Anabel М., López-Gavira R., Morgado B. How do
Spanish disability support offices contribute to inclusive education in the
university. Disability & Society, 2017. Vol. 32, no. 10, pp.
1608—1626. doi:10.1080/0968759 9.2017.1361812
-
Aquino K.C. A New Theoretical Approach to Postsecondary
Student Disability: Disability-Diversity (Dis)Connect Model. Journal
of Postsecondary Education and Disability, 2016. Vol. 29, no. 4, pp.
317—330.
-
Fleischer A., Adolfsson M., Granlund M. Students with
disabilities in higher education — Perceptions of support needs and received
support: A pilot study. International journal of rehabilitation
research, 2013. Vol. 36, no. 4, pp. 330—338. doi:10.1097/
MRR.0b013e328362491c
|
|
