STUDY OF PREDICTORS OF EMOTIONAL WELL-BEING OF SCHOOLCHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

Background. The relevance of the study is explained by the applied importance of identifying and characterizing the indicators of children’s social adaptation in inclusive education as a tool for psychological and pedagogical monitoring of the child’s emotional well-being. The purpose of the study is to study the features of self-esteem and the level of anxiety of children with disabilities in special and secondary schools. Materials and/or methods. Dembo-Rubinstein self–assessment methodology, Phillips school anxiety level test; statistical verification was carried out using the criteria: χ2 - Pearson criterion, T-Student criterion, Spearman rank correlation coefficient. Results. The article presents the results of a comparative study of the characteristics of self-esteem and the level of anxiety as predictors of emotional well-being for adolescents with disabilities, students of special schools and general schools. It is empirically established that children with disabilities who study in secondary schools are more likely to have a high level of self-esteem and a level of aspiration in combination with a high level of anxiety. Conclusion. The high level of anxiety of children with disabilities in the general education school approach revealed during the study indicates a low level of emotional well-being of the child in the educational environment and requires additional psychological support for this category of children, as well as a special individual pedagogical approach.