Self-preservation of Health and Personality among Students with Disabilities in the Inclusive Education as a Problem Statement

Abstract

The article describes the conceptualization of the health and personality self-preservation among students with disabilities, which is associated with the necessity to expand the methodological boundaries of the study and social modeling in inclusive education. There are considered features of the denoted social group self-preservation reactions, self-preservation behavior and self-preservation strategy. Starting from the assumption that self-preservation presupposes reaction to threats of different levels, a three-level model of the phenomenon is proposed: 1) physical and mental health self-preservation as reaction to internal and external threats; 2) self-preservation personality; 3) self-preservation of the social environment. The development of the model is based on the principle of contextually taking into account the uncertainty of modern society status, which involves numerous threats to human health and life. The connection between the conscious necessity for self-preservation and active behavior is emphasized. Within the inclusive university framework, it is possible to create successful self-preservation strategies, despite the stringent requirements for professional training, which are observed through comprehensive support for students with disabilities.