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  Previous issue (2021. Vol. 13, no. 2)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: https://doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Published since 2009

Published quarterly

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Features of Relations with Teachers in Students with Disabilities in higher Education 27

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Sobkin V.S.
Doctor of Psychology, Professor, Member of the Russian Academy of Education, Head of the Center for Sociology of Education,, Institute of Education Management, Russian Academy of Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-2339-9080
e-mail: sobkin@mail.ru

Lykova T.A.
PhD in Psychology, Leading Researcher, Institute of Education Management of the Russian Academy of Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-6494-978X
e-mail: feo.tatiana@gmail.com

Sobkina A.V.
Educational Psychologist, Moscow Theater College at the Moscow Theater of Oleg Tabakov, Moscow, Russia
ORCID: https://orcid.org/0000-0001-5398-4005
e-mail: nurasobkina@gmail.com

Abstract
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.

Keywords: relations with teachers, conflicts, higher education, students with disabilities, inclusive education, art university

Column: Educational Psychology

DOI: https://doi.org/10.17759/psyedu.2021130203

For Reference

Acknowledgements

The authors thank the President of RSSAI A.N. Yakupov, Acting Rector E.N. Blagireva and Vice-Rector A.A. Volodin for their cooperation and assistance in the implementation of the study.

References
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