Segregation or Inclusion: An Experimental Study of the Psychological Support in the Professional Training for Persons with Disabilities

Психологическая наука и образование Pub Date : 2024-03-01 DOI:10.17759/pse.2024290108

T. Bonkalo, S. V. Shmeleva, V. P. Kartashev, Kh. A. Sabanchieva

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Abstract

The article reveals the degree of effectiveness of segregated and inclusive forms of psychological and pedagogical support for students with special educational needs. In the psychological experiment took part 68 students with disabilities, its purpose was to identify the dynamics of the psychological well-being of the students depending on the inclusive or segregated forms of psychological trainings they took part in. As a result of the study, carried out with the help of the Scale of psychological well-being K. Riffe (adaptation of T.D. Shevelenkova, T.P. Fesenko), questionnaire Life Style Index (Plutchik, Kellerman, & Conte, 1979) and the methodology of SUN (V.A. Doskin, N.A. Lavrentieva, V.B. Sharay), we found out the differences between the groups of students according to their mood (t=7.55; p<0.001), well-being (t=4.89; p<0.001), activity (t=4.78; p<0.001), psychological well-being (t=4.65; p<0.001), tension of psychological defenses (t=2.27; p<0.05). These factors indicate the negative dynamics of psychological well-being of students with disabilities who studied in segregated groups with no conditionally healthy students. Based on the results of the psychological experiment, we made a conclusion, that the segregation of students with disabilities from other students is inexpedient, even if the purpose was providing them with psychological assistance in higher education.

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隔离还是包容？残疾人专业培训中的心理支持实验研究

文章揭示了为有特殊教育需求的学生提供心理和教学支持的隔离和全纳形式的有效程度。68 名残疾学生参加了心理实验，实验的目的是确定学生心理健康的动态变化取决于他们参加的是全纳还是隔离形式的心理培训。这项研究借助心理健康量表 K. Riffe（改编自 T.D. Shevelenkova、T.P. Fesenko）、生活方式指数问卷（Plutchik、Kellerman 和 Conte，1979 年）和 SUN 方法（V.A. Doskin、N.A. Lavrentieva、V. B. Sharay）进行。B. Sharay）的方法，我们发现各组学生在情绪（t=7.55；p<0.001）、幸福感（t=4.89；p<0.001）、活动（t=4.78；p<0.001）、心理健康（t=4.65；p<0.001）、心理防御紧张（t=2.27；p<0.05）方面存在差异。这些因素表明，在与无条件健康学生隔离的小组中学习的残疾学生的心理健康状况呈负向动态变化。根据心理实验的结果，我们得出结论，将残疾学生与其他学生隔离是不恰当的，即使是为了在高等教育中为他们提供心理帮助。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Психологическая наука и образование

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