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Socio-psychological support of students with special educational needs within the inclusive education


Mysina G.A.
(about the author)

Mysina Galina Anatolevna –

Published in:
Russian Journal of Humanistic Psychology
– Volume 3, Number 4 (October-December 2016)



Keywords: inclusive education, psychological and educational support, social adaptation, students with disabilities


Citation:
Mysina G.A. (2016). Socio-psychological support of students with special educational needs within the inclusive education. Russian Journal of Humanistic Psychology, 3(4), 249-260. doi: 10.18334/lp.3.4.37468


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Abstract:

Socio-psychological support of students with special educational needs is a system of measures for educational adaptation of this category of students during the period of study at university considering their medico-psychological characteristics; assistance in development of personality of a student and his general cultural competence as a future specialist; increase of social activity of this category of students; formation of value attitude and training of students with special educational needs for the further professional work in chosen profession.


Highlights:

- individual socio-psychological support of students with special educational needs - measures for educational adaptation of this category of students at university
- we should create the accessible environment for students with disabilities at institution of higher education
- monitoring of needs and problems of students with disabilities during the period of study at university is an important element of their social and psychological support








References:
Khudysheva M.K., Pyatibratova I.V. (2015). Problema adaptatsii studentov k obucheniyu i puti ee resheniya v MGTU im. N.E. Baumana [The problem of adaptation of students to learning and ways of its decision of Bauman Moscow State Technical University]. Zhivaya psikhologiya. 2 (3). 279-284. (in Russian).
Mysina G.A. (2011). Gotovnost pedagogov k osuschestvleniyu zdorove sberegayuschey i profilakticheskoy deyatelnosti v vuze [The willingness of teachers to provide health-saving and preventing activities at university]. Vysshee obrazovanie segodnya. (5). 88-91. (in Russian).
Obolonskiy Yu.V. (2014). Psikhologicheskaya model lichnosti [Psychological Model of Personality]. Zhivaya psikhologiya. (2 (2)). 52-60. (in Russian).
Pikanina Yu.M (2016). Programma optimizatsii samoregulyatsii lichnostnoy nadezhnosti spetsialistov inzhenernogo profilya na primere MGTU im. N.E. Baumana) [Optimization program of self-adjustment of personal sustainability of technical specialists (through the example of bauman moscow state technical university)]. Vestnik Akademii prava i upravleniya. (42). 189-194. (in Russian).
Semikin G.I. (2014). Kompleksnaya tselevaya programma «Zdorovesberegayuschie tekhnologii i profilaktika sotsialno znachimyh zabolevaniy v obrazovatelnoy srede MGTU im. N.E. Baumana na 2013-2018 gody» [Complex target program «Health saving technologies and prevention of socially significant diseases in the education environment of Bauman Moscow State Technical University (MSTU) in 2013-2018»]. Zhivaya psikhologiya. (4 (4)). 11-32. (in Russian). doi: 10.18334/lp.1.4.2032/.
Semikin G.I., Mysina G.A. (2015). Ob organizatsii inklyuzivnogo obrazovaniya v MGTU im. N.E. Baumana [Implementation of inclusive education in baumann moscow state technical university]. Zhivaya psikhologiya. 2 (3). 261-268. (in Russian). doi: 10.18334/lp.2.3.35111 .

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